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Digitized by the Internet Archive 
In 2022 with funding from 
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https://archive.org/details/curriculumofworsO3cran 


A CURRICULUM OF WORSHIP 


FOR THE 


JUNIOR CHURCH SCHOOL 





A CURRICULUM OF WORSHIP 
FOR THE JUNIOR CHURCH SCHOOL 


— 


VOLUME III 


BY. 


EDNA M. CRANDALL 


WITH AN INTRODUCTION BY 
LUTHER A. WEIGLE 





PUBLISHED BY THE CENTURY CO. 
New York London 


Copyright, 1927, by 
THE CENTURY Co. 


PRINTED IN JU. S. A. 


ACKNOWLEDGMENT 


The following authorities have been freely 
consulted in the compilation of this book: 


‘‘Famous Hymns with Stories and Pictures’”’ 
Elizabeth Hubbard Bonsall 

‘‘The Story of the Hymns and Tunes”’ 
Brown and Butterworth 

‘<The Story of the American Hymn’’ 
Edward S. Ninde 

‘‘A Treasure of Hymns’’ 
Amos R. Wells 

‘One Hundred and One Hymn Stories’’ 
Carl F. Price 

The Cambridge Bible 


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INTRODUCTION 


One of the most encouraging features of 
present-day lfe—which has all too many fea- 
tures that are discouraging—is the revival of 
interest in worship. Men are seeking God. 
They are asking of the churches that they ful- 
fill more perfectly their primary function as 
revealers of His presence and ministers of His 
grace. Men are coming to church, not to hear 
the news of the day, but to stand face to face 
with the Eternal. 

This revival of worship is evidenced by new 
books upon the subject, quite apart from the 
beaten path of the liturgies—books such as 
Hocking’s The Meaning of God in Human Ex- 
perience, Cabot’s What Men Inve By, Vogt’s 
Art and Religion, Sperry’s Reality in Worship, 
Heiler’s The Spirit of Worship, and Ross’ 
Christian Worship and Its Future. It is evi- 
denced by changes in structure, program and 


materials on the part of churches that had 
Vii 


Vill INTRODUCTION 


hitherto, to all appearances, given little thought 
to their bearing upon worship. It reveals itself 
in a new appreciation of reverence and quiet. 
Even the publishers of revivalistic ragtime are 
beginning to add to their characteristic product, 
in recent song-books, a good proportion of 
really worshipful hymns. 

The church schools have been sharing in this 
movement toward a fuller realization of the 
possibilities of worship. In place of the old- 
time ‘‘exercises’? with which Sunday schools 
used to be opened and closed—in which the 
superintendent strained after ‘‘punch’’ and 
‘‘nep,’’ and used so much time as to leave little 
for the teaching of the lesson—the better 
schools have substituted services of worship. 
Teachers have come to realize that the education 
of children in and through the experiences of 
Christian worship is quite as essential as 
instruction in Christian truth, discussion of 
life-problems, and training in Christian ways 
of action. 

The church school should undertake the edu- 
cation of children in worship: (1) by affording 
to them the experience of worship in larger, rel- 
atively formal groups, under conditions con- 
trolled by an educative purpose; (2) by helping 


INTRODUCTION 1X 


them to understand, to use, and in some cases to 
memorize materials which have high devotional 
value as means for the begetting and expression 
of the attitudes of worship; (3) by affording 
to them the experience of worship and train- 
ing in worship in small, informal, intimate class 
groups; (4) by encouraging and guiding them 
in the development of sound individual habits 
of worship. 

Miss Crandall’s books, of which this is the 
third, furnish materials for the first two of 
these aspects of the curriculum of the church 
school. They offer programs for three years’ 
services of worship in the Junior church school, 
with correlated curricula of worship materials 
for memorization. They constitute, in my 
judgment, an exceedingly valuable addition to 
our resources for the religious education of 
children. The theoretical basis of Miss Cran- 
dall’s work is sound, and her choice of materials 
excellent. The most distinctive features of her 
method are its correlation of memory curricu- 
lum and services of worship, and the use it 
suggests of pictures as aids to appreciation of 
the material to be memorized and reinforcing 
stimuli to worship. 

These programs have been developed by ex- 


x INTRODUCTION 


perimental use in the Junior departments of 
three schools—a small Sunday school, a large 
Sunday school, and a weekday church school. 
They record the actual experience of a com- 
petent principal of a Junior department, who 
took as her special function, in addition to her 
administrative duties, the conduct of the de- 
partmental worship and the teaching of the 
memory curriculum. If any be disposed to say 
that what is here suggested cannot be done, the 
answer is clear—it has been done, and with 
good success. 

The wide use which has been accorded the 
former two volumes is the best evidence that 
many are waiting for the present book. The 
three volumes do not presuppose one another. 
Each may be used independently; and the three 
may be used in any order. FHach is intended 
for use by the department meeting as a whole. 

This book is to be used with freedom and 
good sense. The preliminary sections on 
method, pages 3 to 33, should be read care- 
fully. Some will find it best to follow the 
method and use the materials just as Miss 
Crandall did; others will do best to select and 
adapt. The book may be used, not only in the 


INTRODUCTION x1 


Junior department, but for the worship of the 
whole school, if old and young worship together. 
It is helpful for weekday and vacation schools, 
and for family worship in the home. 

Lutuer A. WEIGLE 
Yale Unwersity 


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CONTENTS 


CHAPTER 
Tee CHE SERVICE Oa WORSHIP) siciiaciis een ely 


II THe Memory CuRRICULUM Be ED Ee UR 


A Mermory CURRICULUM FOR JUNIORS. VOL- 
PALO DL ta ee inelee ata ctanen ny fight Cu eur mn UNE 


LEOGTOBER IE Sa ae ke Leen yb 


First SuNDAY—Menmory: ‘‘ FatTHER, LEAD 
Me Day sy Day’’ 

WorsHip: JESUS, OurR TEACHER AND 

GUIDE IN THE PRACTICE OF PRAYER 


SEconp SuNDAY—MEMoRY: MatrHew 6 
(9-13) 
WorsHIP: Damy TALKS WITH GOD 


THIRD SuNnpAY—Mermory: ‘‘SAvIOUR, 
LIKE A SHEPHERD LEAD Us’’ 
WORSHIP: PRAYERS OF THANKSGIVING . 


FourtH SuUNDAY—MeEmory: PsauLm 23 
WorRSsHIP: PRAYING FOR THOSE’ IN 
OrHeR LANDS (MISSIONARY SUN- 
DA Vian sare cic at tee rire Mtn nin VII 


2. NOVEMBER SAREE AN STEM ODEN TAMER Anno at 


First SuNpDAY—MeEmory: ‘‘WEe THANK 
THEE Lorp For THs Farm EartH’’ 
WorRSHIP: EHARTH’S BEAUTIFUL THINGS 
Xili 


39 


48 


56 


65 


(6) 


17 


X1V 


CHAPTER 


. JANUARY . 


CONTENTS 


Seconp Sunpay—Memory: PsaLbm 92 
(1-5) 
WorRSHIP: PEACE AND PROSPERITY . 
THirp SuNpDAY—Memory: ‘‘THEe Gop oF 
ABRAHAM PRAISE’’ 
WorsHie: WorRLD BROTHERHOOD (MIs- 
SIONARY SUNDAY) , 


FourtH SunpAY—-MEemMory: PsauM 24 


(1-5) 
WorsHie: Gopd’s LOVE AND CARE 
( THANKSGIVING ) 
. DECEMBER 


First SUNDAY—MeEmory: ‘‘ WHILE SHEP- 
HERDS WATCHED THEIR FLOCKS BY 
Nieur’’ 

WorsHip: THe MeEssaGE oF Hore . 


SEcoND SUNDAY—MeEMorRY: MarrHew 2 
(1-6) 
Worsuip: THE MESSAGE OF FAITH . 


THIRD SUNDAY—MeEmory: ‘‘IN THE FIELD 
WitH THEIR FLocKs ABIDING’’ 

Worsuie: THE MeEssace oFr  LOvE 

(CHRISTMAS SUNDAY) 


FourtH SuUNDAY—Mermory: LuKE 2 (29- 
32) 
WorsuHip: THE MESSAGE OF Goop WILL 
(MISSIONARY SUNDAY) . : 


First SunpAY—MeEmory: ‘‘O MASTER 

Let Me WALK wItH THER’’ 

WorsuHip: CHRIST’s EXAMPLE OF SERV- 
ICE By 


PAGE 


84 


92 


. 100 
a Hebel: 


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ay) 


. 126 


yea. 
. 141 


. 148 


CONTENTS XV 


PAGE 
SEcoND SuNDAY—MeEmory: Luke 10 (25- 
37) 
WorsHIP: SERVICE RATHER THAN SAC- 
RIFICE; AN OLD TESTAMENT Lesson 151 


Tuirp SuNDAY—Mermory: ‘‘I Woutp BE 
TRUE’’ 
WorsuHip: THE JOY OF SERVICE. . . 160 


Fourth Sunpay—Memory: Luke 22 
(24-27) 

WorsHIP: WoRLD SERVICE (MuIssSION- 
ARY SUNDAY) LU AP enh tlaah Me Nar era Tiin eae OE 


. FEBRUARY eS Ne ee AONE Nat aL an Uf bo 


First SuNpAY—MeEmory: Romans 8 (35, 
37-39 ) 
WorsHIP: EARLY HEROES OF THE Cross 175 


Seconp SunpAY—Memory: ‘‘Nor ALONE 
FoR Micury EMPIrRE’’ 
WorsHip: OuR CountTry’s HEROES: 
ABRAHAM LINCOLN (LINCOLN’S 
SIRT EDA Vila cba denyiike Wilie ISLC L Seb 


Tuirp SuNDAY—MeEmory: II Perer I 
(5-8) 
WorsHip: Our Country’s HEROES: 
GEORGE WASHINGTON (WASHING- 
TON Si BIRTHDAY Meni hho! ver nuonreki bw 


FourtH SuNpDAY—MEmory: ‘‘THE Morn- 
ING LiguT Is BREAKING’’ 
WorsHip: HEROES OF THE Cross To- 
DAY (MissIonaRY SuNDAY) . . 198 


PNUAR CES ae hcdy oct iecan suet a aOL RL MRK a MLN LO DeS 


First Sunpay—Memory: ‘‘TaAKE My 
Lire AND Let Ir Bpr’’ 
WorsHIP: KINDNESS IN THOUGHT . . 207 


XVi1 


CHAPTER 


CONTENTS 


PAGE 
Sreconp SUNDAY—MEMORY: COLOSSIANS 3 
(12-15) 
WorsHIP: KINDNESS IN SPEECH .. . 213 


THIRD SUNDAY—MEmory: ‘‘HARK, THE 
VOICE OF JESUS CALLING’’ 
WorsHIP: KINDNESS IN DEED. .. . 221 


FourtH SuNpDAY—MEMoRY: EPHESIANS 
4 (31-82) 
WorRSHIP: KINDLY MINISTRIES TO THOSE 
IN NEED (MISSIONARY SUNDAY) . 229 


SUA PRIT A) a on ee ona. 2) TOI aaa rey de 


First aa EN ‘J OYFUL, JOY- 
FUL, WE ADORE THEBR’’ 
WorsuHrr : THE Joy oF Livine For Gop 239 


SEcOND SuNDAY—MeEmory: Marruew 21 
(9-11) 
WoRSHIP: JOYFUL SONGS WELCOME TO 
THE REDEEMER (PALM SUNDAY) . 247 


Tuirp SuNDAY—MeEmoryY: ‘‘CHRIST THE 
Lorp 1s RIsEN To-pAyY’’ 
WorsHIP: THE RESURRECTION HOopE 
CH ASTER:) MugHe see te ses 7) Laan 2 Peds 659 


FourtH SunpAY—MeEmory: Psaums 67 
Worsuip: THe Hops or THE WORLD 
(MISSIONARY SUNDAY) . . . . 202 


PLANTS toned es i Bh eAOo 


First TMNT ane eee 20 (3- 
17) 
WORSHIP: OBEDIENCE TO Gop’s Com- 
MANDS 40th GUN Reo) 2 a ante sere eee) gage 


Seconp SuNpDAY—Memory: ‘‘O JgEsus I 
HAVE PROMISED’’ 


CONTENTS XVil 


OHAPTER PAGE 
WorsHrie: OBEDIENCE TO }#£-PARENTS 
CMOTHER SLAM coli ini to, 200 
THIRD SUNDAY—MEMORY: PROVERBS 3 
(1-6) 
WoRSHIP: OBEDIENCE TO THE LAWS OF 
PELE YAN Peer SN Nee pic nc nae! 8 0) hh DRT 


Fourth SuNpDAY— ‘CHRIST FOR THE 
WORLD WE SING’’ 
WORSHIP: OBEDIENCE TO CHRIST’s CoM- 
MAND (MIssIONARY SUNDAY) . . 294 


Fe UN Bae or aled Aa c) MET AMMA Th Re dia tle OES CYT 


First Sunpay—Memory: ‘‘SUMMER 
Suns ARE GLOWING’’ 
WorsHiIp: Gop SPEAKING THROUGH 
IFA TTRER cerca Onan oeub retin umn ene lay 


Seconp SuNDAY—MeEmory: Psaums 148 
WorsHIP: CHILDREN AND NATURE JOIN 
IN PRAISE TO GoD (CHILDREN’S 

TAY o ibe nie deere ye sth at ro 


THIRD SUNDAY—MeEmory: ‘‘Lorp or ALL 
BEING THRONED AFAR’’ 
Worsuie: THE KINGpoM orf NATURE . 319 


FourtH SunDAY—MAtTTHEW 11 (28-80) 
WorsHip: KEEPING CLOSE TO GoD 
THRouGH NATURE (CLOSING SUN- 

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A CURRICULUM OF WORSHIP FOR 
THE JUNIOR CHURCH SCHOOL 


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A CURRICULUM OF WORSHIP FOR 
THE JUNIOR CHURCH SCHOOL 


THE SERVICE OF WORSHIP 


z ORSHIP is a personal approach to 
God.’’?1 It is contact and communion 

with Him. Through the intimacy of its rela- 
tionship, it produces and develops in the indi- 
vidual that love and devotion that is at the 
bottom of all true service. One cannot love 
God unless one knows God, and one cannot 
know God and experience His presence except 
by meeting Him in worship. It is therefore 
imperative that in our program of religious 
education we make abundant provision for 
such worship as is suited to the needs of the 
children in their various stages of development. 
Had any one of our Sunday-school leaders 
in the past been asked the question, ‘‘What is 
the aim and purpose of the Sunday-school?’’ 
1L. A. Weigle in “Training the Devotional Life,” Weigle- 


Tweedy. 
3 


4 CURRICULUM OF WORSHIP 


he doubtless would have answered, ‘‘To make 
the boys and girls Christian.’’ Yet the 
Sunday-school has failed to provide any train- 
ing whatsoever that could possibly bring them 
into that intimate knowledge of God that the 
term ‘‘Christian’’ implies. The ‘‘opening 
exercises’? that have been used could never 
have inspired reverent and holy thoughts in 
the minds of the children or made them feel 
God’s presence. 

We all wish that the child might learn to 
know his Heavenly Father best in his own home 
and meet Him there in the family worship 
circle, but this is the exception rather than the 
rule in present-day family life. Family wor- 
ship is almost a thing of the past. Neither can 
we hope for a place for worship in the public 
school program of to-day. It may be therefore 
that the child will get his only opportunity for 
communion with God in the Church school. 
For this reason its leaders should give their 
most careful attention to the planning of a pro- 
gram that will provide for the child a real ex- 
perience of worship, for worship properly con- 
trolled and rightfully conducted is an experi- 
ence. By the careful selection of the elements 
that go into the program, the experience will 


THE SERVICE OF WORSHIP 4) 


develop from an attitude of reverence, love, 
loyalty, faith, or whatever the theme chosen to 
make the approach to God may be, into an 
actual realization of His presence. What more 
natural thing then should occur than a desire 
to get into closer communion with Him by 
means of prayer, which in every case should be 
the central element of the worship service? 
What we have sought to do has been accom- 
plished; the group has felt the presence of God 
and is experiencing that intimate fellowship 
with Him that will be the impelling force in 
their lives. 

Church schools are making steady progress 
in the improvement of their instructional and 
Service programs, but in many instances are 
not realizing an equal development in the 
training of their pupils in worship. This 
training should include both instruction and 
drill in the elements of worship and actual 
participation with other members of the group 
in a brief, carefully planned service of worship, 
at some time during the session of the Church 
school. 

The program, which is in many places still 
referred to as the ‘‘opening exercises,’’ a name 
which suggests in itself anything but worship, 


6 CURRICULUM OF WORSHIP 


is too often largely a performance of the super- 
intendent from the ringing of his bell to get at- 
tention to leading in responsive service, offer- 
ing prayer, making announcements, and then 
adding a few remarks for good measure. The 
group, brought together for worship, are rest- 
less and inattentive. Some talk to their neigh- 
bors or look around for something else to do, 
which they can usually find, if it is not provided 
for them. Fifteen or twenty minutes of valu- 
able time are absolutely wasted. No plan, no 
aim, no order, and above all no opportunity for 
general participation. An atmosphere of dull- 
ness, shiftlessness, and disorder prevails. 

If these same fifteen or twenty minutes are 
used for a carefully thought-out and well- 
planned program of worship, built around a 
theme of vital significance to the growing boys 
and girls, by means of hymns, responses, Scrip- 
ture readings, and prayers which are under- 
stood and appreciated by them, the whole at- 
mosphere changes into one of reverence, 
thoughtfulness, and worship. It is important 
for the creating of the right atmosphere that a 
time should be definitely marked off for the 
worship service. It is not a time for instruc- 
tion of any kind, not even in the elements which 


THE SERVICE OF WORSHIP 7 


go into the program. It must be a period of 
absolute quiet, free from all outside distrac- 
tions such as the moving about of secretaries, 
or pupils and teachers coming in late—a time 
when the attention is centered upon God. 

That the custom in the past has been, and in 
most schools to-day is, to make the worship 
service, or that which comes nearest to it, the 
first period of the day, is no reason why we 
should continue this practice if we find another 
time better. This, of course, should be deter- 
mined by the needs of the particular school, 
but it would seem that in nearly every instance 
the period just preceding the teaching of the 
Bible lesson would prove the ideal time for 
worship. There is not the distraction of late 
comers breaking in upon its quiet, and it is 
the best possible preparation for the work of 
the class-room which directly follows. 

Suppose that we have decided to use the sec- 
ond period for the purpose of worship, what 
use shall be made of the first period and how 
shall we open the school? The school may be 
opened with a rallying hymn, a Scripture pas- 
sage from memory, and a brief prayer by the 
leader in order to bring the members of the 
group into the spirit of the day. Then may 


8 CURRICULUM OF WORSHIP 


come the drill in memory work, which is a part 
of the Junior program, and all phases of the 
corporate life of the school which do not prop- 
erly belong to the worship. Just at its close it 
is well to ask the pupils to find the places of the 
hymns and Scripture passage so that this dis- 
traction may be eliminated from the worship 
service. These should be posted on a hymn- 
board if a printed order of service is not used. 

It is also important that some time should 
be given to preparation for the worship which 
follows. Every service of worship should have 
a central theme around which it is built. Even 
though the service is so well planned that the 
theme stands out clearly by means of the music, 
prayer, and Scripture passage, it is well where 
children are concerned to prepare the way for 
the theme more concretely. This may be done 
through a story or talk by the leader which 
brings out the idea so clearly that the children 
can readily grasp it. Because of this prepa- 
ration they will enjoy the service of worship 
more and be the more ready to participate in 
it. For this purpose, the writer has found the 
use of pictures most effective, for the right kind 
of pictures will help to create an atmosphere 
of worship. They suggest attitudes, and it is 


THE SERVICE OF WORSHIP 9 


often possible to find just the picture that ex- 
presses the desired attitude and that will create 
the right atmosphere for the theme of the sery- 
ice. For example, if the theme of the worship 
is ‘‘Reverence,’’ is it not clearly brought out in 
the picture of ‘‘The Angelus’’ in the reverent 
and worshipful attitude of the two peasants, 
who have immediately laid aside their work at 
the ringing of the bell and are in an attitude 
of prayer? Or it may be a joyful Christmas 
theme when Blashfield’s ‘‘Christmas Chimes’’ 
will fairly ring out the message of glad tidings, 
for even the birds in the picture suggest the 
happiness of the occasion. 

Sometimes only a few words about the pic- 
ture are necessary, since it speaks so well for 
itself, but often something about the artist and 
his reasons for painting it are interesting to 
the children and are helpful in making the 
theme clear. The picture should occupy a cen- 
tral place on the leader’s desk and should be 
large enough to be seen by all. It should re- 
main there throughout the worship service as 
the concrete expression of the central theme. 

Some leaders make the story or talk a part 
of their worship service. When there is a pre- 
liminary period, it is much better to let this 


10 CURRICULUM OF WORSHIP 


preparation for worship come at its close, or 
it may simply precede the worship service. 
This is not a part of worship, for the person- 
ality of the leader is bound to be in the fore- 
ground at this point and is something of a dis- 
traction. The worship service should be en- 
tirely free from everything but the children’s 
own worship. The leader’s part is to worship 
with them. 

The worship programs should be made out 
as far in advance as possible. If the school 
closes during the summer, that is a good time 
to plan the programs for the coming year, in 
most schools from October to June. The 
themes at least should be chosen for the whole 
year. Consideration should be given to the 
church calendar with its outstanding days, the 
great national holidays, and a missionary serv- 
ice in each month. The program in every case 
should be simple and brief, following an order 
to which the pupils are accustomed. 

In planning a program we must always keep 
in mind that our aim is to bring the members 
of the group into a realization of the presence 
of God and a sense of being in touch with Him. 
To accomplish this we must carefully consider 
each element in the program. First is the in- 


THE SERVICE OF WORSHIP Bie 


strumental prelude. This must not be left to 
the chance selection of a careless pianist. 
Some composition should be chosen to set the 
tone of the hour. Jt must bring the group 
from the more or less informal period of in- 
struction and drill into a reverent and worship- 
ful attitude. Next may come the call to wor- 
ship with a response suggesting the purpose of 
the hour. It is God upon whom attention is 
fixed in worship; so early in our program we 
must make His presence felt. This is best 
done by a Scripture passage which is de- 
votional in character, followed by a hymn or a 
response. The central element of the worship 
service is the prayer. Prayers for children 
even of Junior age should be brief. They 
should be social in content and filial in spirit. 
They should be dignified and clothed in beauti- 
ful language. 

The prayer should be in unison. ‘We are as- 
suming that every teacher will open the class 
session with prayer suited to the needs of the 
particular group or that there will be a class 
prayer. It is difficult for a departmental su- 
perintendent to offer a prayer from the plat- 
form that will meet the needs of the large group 
before him, If, as is so often the case, it has 


12 CURRICULUM OF WORSHIP 


not been carefully prepared beforehand, it is 
likely to wander away out of the child’s experi- 
ence and take on figurative and theological 
language understandable only to adults. Ina 
Church school before a group made up largely 
of Juniors, a superintendent opened his prayer 
in this way: ‘‘We thank Thee that the feeble 
thread of our existence has been strengthened 
to see another Sabbath.’’ The children, not 
being particularly concerned about the feeble 
thread of their existence, did not even bow 
their heads but talked and were otherwise dis- 
orderly during the entire prayer. How much 
better would have been a unison prayer in 
which all could have participated! 

The offering should be made a part of the 
worship service. It should be preceded by an 
appropriate Scripture sentence and received 
with a response. This will enhance its worship 
side in the minds of the group. The theme of 
the prelude may be continued during the offer- 
tory. 

The Scripture readings should be devotional. 
They may be passages that are themselves 
prayers or psalms or those that are most di- 
rectly God’s word to men through Jesus, the 
prophets, or the apostles. The Scripture pas- 


THE SERVICE OF WORSHIP 13 


sage should be repeated from memory or read 
in unison, aS responsive readings are of little 
value for purposes of worship. The mechanics 
of the responsive reading are distracting and 
break up the continuity of the passage. 

The selection of the hymns is important. If 
wisely chosen, they will constitute one of the 
most powerful agencies we have in promoting 
real worship. On the other hand, if senti- 
mental, trashy hymns with popular dance tunes 
creep into our worship services, the atmos- 
phere of worship is lost and the tone of the 
service drops to the level of the hymns. The 
leader should know what good hymns are, both 
as to words and music, and use none but the 
best in the children’s worship. One way to 
obviate the danger of using poor hymns is to 
see to it that only good hymnals are in use in 
the Church school. 

With the outline of the year’s program be- 
fore him, that is, a general theme for each 
month and the different phases of it to be ex- 
pressed each Sunday; with his memory curric- 
ulum in mind; with his Bible, hymnal, collec- 
tion of prayers, responses, and other bits of 
ritual he has gathered, before him, the leader 
must fit his materials to the themes with the 


14 CURRICULUM OF WORSHIP 


idea of unity always in mind. Every element 
in the program must add something to the gen- 
eral theme and be a means of helping to pro- 
duce the desired attitude in the group. 

The leader should seek the cooperation of the 
teachers in determining the effect of the serv- 
ices upon the pupils. It is necessary to test the 
materials used to see if they are fitted to the 
age of the group. The worship service should 
help to produce in the child the habit of wor- 
ship, a desire to attend regularly the worship 
services of the Church, an expectation to seek 
membership in it when the time comes, and, 
above all, a consecration to a life of service for 
Christ and His kingdom. 

With these principles in mind, the programs 
which follow have been prepared and success- 
fully used with a group of Junior children. 
Each Sunday typewritten or mimeographed 
copies of the service have been provided for the 
children and distributed at the beginning of the 
session. ‘T’hey are placed in the front of the 
hymnals until the time for their use at the 
worship service. Another way of using the 
services is to have them mimeographed on 
loose-leaf note-paper and placed each Sunday in 
covers made for the purpose by the children. 


THE SERVICE OF WORSHIP 15 


At the close of the drill period the pupils are 
asked to find the places of the hymns and Scrip- 
ture passage. The hymns used in the pro- 
grams are from the ‘‘Hymnal for American 
Youth,’’? by H. Augustine Smith, but most of 
them may be found in any good Sunday-school 
hymnal. 

When the places have been found, prepara- 
tion for worship made, and the superintendent 
seated, the pianist, without announcement, 
starts the prelude, and the service moves along 
in a quiet and orderly manner; the only words 
spoken by the superintendent are ‘‘Let us 
pray’’ before the unison prayer. There is no 
bell-ringing and no urging to more hearty par- 
ticipation in any part of the service. This is 
not necessary in a well-arranged service of 
worship with an underlying aim. A real serv- 
ice of worship always appeals to the children. 


THE MEMORY CURRICULUM 


E have come to recognize the need of the 
service of worship in our program of 
religious education, if it is to bring the child 
into a complete and satisfactory relationship 
with his Heavenly Father. It now becomes 
necessary to make that service effective to ac- 
complish this end. The mere participation in 
such a service, however good and carefully 
planned in itself, may still make very little 
change in the life of the child or fail to get 
from him the desired response, if some prepa- 
ration has not cleared the way. This need is 
quite apparent in the case of Junior children. 
As a part of this preparation a correlated 
memory curriculum is essential. This fact af- 
fords us the first reason for graded memory 
work as a definite part of our Church school 
curriculum. The children’s worship will be 
more real if they understand the words they 
say and if they do not have their attention con- 
stantly turned from the object of their worship 


to the peculiar sound of unfamiliar words and 
16 


THE MEMORY CURRICULUM ny 


phrases as they read and sing together. Then, 
as these memory hymns, passages of Scripture, 
or other materials appear again and again in 
their worship services, they will constantly 
grow more dear to the children until they have 
become a part of their very lives. Thus, the 
children will have them for help and inspira- 
tion as long as they live. This is another rea- 
son for the memory curriculum in the Church 
school program. It will be a means toward the 
enrichment of spiritual life by the possession in 
memory of the great hymns of the Christian 
Church and of a knowledge of how they came 
to be written, as well as of the Bible passages 
that were truly inspired and so are able to in- 
spire others. 

The memory curriculum also helps the child 
to find himself in the adult worship service. 
This in itself provides a sufficient reason for 
giving it an important place in our program. 
What to do with Junior children at the time of 
the Church service has always been a problem. 
‘There seemed to be nothing in the service that 
appealed to or interested them, and they were 
restless, discontented, and often troublesome. 

For this reason, they have in some cases been 
excused with the Primary Department after 


18 CURRICULUM OF WORSHIP 


the children’s story or sermon to go home, or 
often to play about the streets, while their 
parents remained in church. In the case of 
the larger and better equipped schools they 
have been allowed to engage in hand-work 
during the hour. 

In this connection also grew up the idea of 
the Junior Church, which in many ways has 
not proved satisfactory because of the lack of 
proper facilities for worship and the right sort 
of leadership. It is likely, too, to be regarded 
by the children as something apart from worship 
and so does not bring them naturally into its 
participation in the adult service, thus defeating 
its own purpose. 

The time to begin to prepare the Junior for 
Church membership is from his entrance into 
the Junior Department. He should be taught 
to feel that the privilege of remaining at Church 
with his parents is a part of the new dignity 
he has attained upon his graduation from the 
Primary Department. 

As a member of the Beginners’ and Primary 
Departments he has been brought into the 
Church service in the hope that the religious 
atmosphere and the association with his elders 
in worship would leave upon his mind some 


THE MEMORY CURRICULUM 19 


definite impression. The Junior child should 
get more than impressions from the Church 
service. He should be able to enter into its 
meaning and participate in the worship. For 
him to do this the service must in a sense be 
adapted to him, but even more important than 
this 1s the fact that he must be trained to wor- 
ship. He must know what worship means and 
what it has meant to Christians throughout all 
the history of the Church. Its symbols should 
be familiar to him. 

It is through the memory curriculum of the 
Church school that the Junior children may be 
trained to feel at home in the Church worship 
service, for as only the great hymns and most 
devotional passages of the Bible will be worthy 
a place in such a curriculum, they will con- 
stantly be appearing in the service without 
direct intention, and the Junior child will 
recognize something as his own. However, 
more should be expected of the service in its 
relation to the Junior than his chance familiar- 
ity with a few of its elements of worship. The 
minister should have the Church school curric- 
ulum before him as he plans his service and 
make a definite place for some of the hymns or 
Scripture passages that it contains. As the 


20 CURRICULUM OF WORSHIP 


memory curriculum should aim at variety to 
meet all the needs of human life and should 
contain some selections for the different seasons 
of the year and the great Christian festivals, 
he should find plenty of material to be in perfect 
harmony with any theme he might choose. 

The children will participate heartily in the 
singing of any familiar hymn, or read a 
responsive service where Psalms that they 
have memorized occur, or listen to the reading 
of the Christmas story, the visit of the wise 
men, the Easter story, the parables of Jesus, 
and any other portions of the Bible, if they 
have grown to love them as they have been 
associated with their own worship and made 
real to them by the use of the many beautiful 
pictures that may be used for this purpose. 

While many Church schools have raised the 
level of their worship services, this other side, 
that of training and drill in the elements of 
worship, has been largely neglected and a real 
opportunity lost to develop the children spir- 
itually. On their part, they will take keen 
delight in the memory work, provided its 
presentation is made in such a way as to arouse 
their appreciation and interest. 

We have used various methods in getting 


THE MEMORY CURRICULUM 21 


memory work done, as home work with the 
cooperation of the parents, as supplementary 
to the graded lesson, and as a class project in 
the correlated lesson period. More may be 
accomplished through the latter method, but it 
does not make for a unified curriculum that 
may be used in connection with the worship 
service of the whole department. This instruc- 
tion should be departmental and is of sufficient 
importance to have the main portion of an 
entire period devoted to it. This in most cases 
will necessitate the lengthening of the Church 
school session. 

With a session of an hour and twenty 
minutes, the time may satisfactorily be divided 
in this way: twenty-five minutes for drill in 
memory work and preparation for worship, 
fifteen minutes for the worship service, twenty 
minutes for the graded lesson, and twenty 
minutes for correlated work. It is hardly 
possible to cover an adequate memory curric- 
ulum with less than twenty-five minutes to spend 
upon it each Sunday, unless some week-day 
work is done. 

This period should be as definitely planned 
as the worship service and requires as thorough 
preparation on the part of the superintendent 


22 CURRICULUM OF WORSHIP 


of the department as the teaching of the lesson 
does upon the teacher. It may open with a 
hymn, the repetition of a memory passage, and 
brief prayer by the leader bringing the chil- 
dren in touch with the Heavenly Father and 
asking His blessing upon the work of the day, 
but it should only be a few sentences. It is 
well to have the opening hymn and Scripture 
passage something that has been previously 
memorized by the children. This, together 
with the use made of memory materials in the 
worship services, makes them a permanent pos- 
session rather than something that is forgotten 
as soon as committed. 

The memory drill itself will consist of a 
review of work already in process of mem- 
orization and the presentation and appreciation 
of new material. The method of presentation 
is of utmost importance. A great deal depends 
upon the children’s first impression of a hymn 
or Bible passage, if they are fully to appreciate 
it and value it as something worthy of posses- 
sion. This makes imperative the necessity for 
including in our memory curriculum only the 
best that hymnody has to offer, the finest 
devotional passages of the Bible, and ritual 
that has found its place in worship because of 


THE MEMORY CURRICULUM 23 


its dignity and beauty and for the meaning it 
has had to many generations of worshipers. 

Some children respond. immediately to the 
beauty of a new hymn or Psalm, while others 
have to be guided into an appreciation of it. 
First, the leader herself must be enthusiastic 
about the material to be taught. She must 
understand it thoroughly both as to its history 
and as a piece of literature. She must know 
the purpose of the author and as far as possible 
the conditions under which it was written. 
She should be sure of the message it was meant 
to convey and thoroughly care for it herself 
if she hopes to make the children care for it. 
She should know a great deal more herself than 
she ever expects to teach the children. It is 
only from her wide knowledge of the subject 
that she can hope to bring out the vital truths 
in a clear and compelling way. 

This must be the teacher’s preparation. 
She must then try to awaken in the children 
an anticipatory interest in what she is about 
to present. If it is a hymn, its story may be 
told; if a piece of ritual, how it grew into the 
usage of the Church. Sometimes the length 
of time it has been in use will be impressive 
and inspire reverence for it. If it is a Scrip- 


24 CURRICULUM OF WORSHIP 


ture passage, she can explain its place in the de- 
velopment of the religious life of the race: is it 
the voice of a prophet of God revealing His 
ways to men; is it a hymn of praise or thanks- 
giving from a devoted people, or the gracious 
teaching or example left to us by the greatest 
of all teachers? 

While the material memorized should be 
graded so that a large part of it will be within 
the scope of the child’s understanding, it is not 
possible nor altogether desirable to refrain 
from using everything that is outside the child’s- 
immediate comprehension, for this would cut 
him off from much fine material with which 
he could store his mind at a time when he is 
willing and eager to do this work, but with 
anything of this character we must prepare 
his way by explaining and interpreting dif- 
ficult words, unusual phrases, and obscure ref- 
erences. All such obstacles should be cleared 
up before the piece of memory material is 
presented. When it comes to presentation, it 
should be given as a whole and not in pieces. 
The teacher should read the passage through 
just as well as she possibly can, making her own 
interest and enjoyment in it felt by the chil- 
dren, for enthusiasm is often contagious. This 


THE MEMORY CURRICULUM 25 


does not mean that it is to be read with effort 
at dramatic effect. The personality of the 
teacher should never get in the way of the 
material that is read. 

The teacher should then question the children 
concerning what they have heard. If this has 
been her practice on previous occasions, this 
expectation of questioning will be an aid in 
holding their attention throughout the reading. 
She may ask what they like best about it; if 
any beautiful words or phrases remain in their 
memory from the reading. This is what 
Hayward in his book, ‘‘ The Lesson in Apprecia- 
tion,’’ calls the ‘‘Avsthetic Discussion,’’ 
whereas the next step is ‘‘Intellectual Discus- 
sion.’? Here the teacher must begin her 
exposition of the passage or hymn as a whole. 
The aim is to make the main points stand out 
clearly, and for this purpose the writer has 
found the use of pictures the greatest aid. 

This use of pictures is to illustrate and inter- 
pret the material and make the theme live for 
the children. It will also beget associations 
which will aid in the recall when that time 
comes. For this purpose as many pictures 
may be used as are necessary to make clear the 
meaning of the entire piece of material. The 


26 CURRICULUM OF WORSHIP 


effect will be that of the illustrated hymn now 
so frequently thrown upon the screen. Pic- 
tures used in this connection should be subordi- 
nate to the specific purpose of the hour, which 
is memorization. Art in religious education is 
a means and not an end. There are times, 
however, when we will use pictures in our pro- 
gram of religious education, where the atten- 
tion will focus on the thought of the picture, 
and it will bring its own message. This will be 
true in the case of pictures used as an aid to 
worship, but here the attention must be on the 
message of the hymn, poem, or Bible passage 
with the picture only as an aid in making it 
more concrete. ‘‘Very high if not the highest 
among the services rendered by pictures is 
their use in illustrating the world’s greatest 
classics in literature, and here first of all we 
must place the Bible.’’ 1 

All the time taken in this manner is not lost, 
for the process of memorization has already be- 
gun unconsciously, and the drudgery of actual 
drill has been reduced to a minimum. The pas- 
sage will not need to be read or repeated nearly 


1G. Stanley Hall, “The Ministry of Pictures,” article in the 
“Perry Magazine” for March, 1900. 


THE MEMORY CURRICULUM 27 


so many times as if this process of clearing the 
understanding had not taken place. 

McMurry in ‘‘How to Study’’ quotes this 
passage from Ratzel’s ‘‘History of Mankind’’: 
‘“‘The most important part of every Mussul- 
man’s training is to learn the Koran, by which 
must be understood learning it by heart, for it 
would be wrong to wish to understand the 
Koran till one knew it by heart.’’ He then 
adds, ‘‘We hold no conscientious scruples 
against understanding statements before at- 
tempting to memorize them; but one might 
think that we did, for our practice in memoriz- 
ing Scripture generally corresponds to that of 
the Mussulman in learning the Koran.”’ 

While we should attempt to get rid of as much 
mechanical memorization as possible, there still 
remains much to be done in the way of repeti- 
tion and recall. This in spite of various 
methods is still more or less mechanical, but 
some drill is unavoidable. 

A large factor in making the work of memori- 
zation easier lies in the organization of the ma- 
terial. Get in mind the main idea; then the 
leading divisions, subdivisions, and sentences. 
Learn by wholes, instead of sentence by sen- 


28 CURRICULUM OF WORSHIP 


tence and verse by verse. Have the children 
read the piece over in various ways; have the 
boys read it while the girls follow; then reverse 
the order. If it is a Psalm, they may read it 
responsively in the same manner. Do not try 
the recall too soon. At first allow the children 
to keep their books open and to look on when 
they need to. When they first close their 
books, have them repeat with the leader, who 
must be sure of the passage or else keep her 
book open. For the sake of the example, the 
leader should have in memory as much of the 
selection she is teaching as is possible. Thena 
class or individual children may be asked if 
they would like to try it. Always commend in- 
dividual effort. Repeat the selection or sing 
the hymn together before it is left for the day, 
allowing the children the privilege of glancing 
at their books when necessary. They will not 
take advantage of this privilege, for they will 
be glad to show you that they know the selec- 
tion without their books, and it will prevent 
weak spots in the repetition. 

Do not spend too long on any one selection at 
a time. It is always well to be working on a 
hymn, Scripture passage, and one or more re- 
sponses simultaneously. There must be vari- 


THE MEMORY CURRICULUM 29 


ety, or the children will grow tired and lose 
interest. 

It has been said many times that material 
should be memorized in the way it is to be used; 
that in the case of a hymn, it should be memo- 
rized by singing. This statement should be 
modified to allow for the times that one may 
want to think of the words of a hymn or repeat 
them without singing. As the child grows 
older, he will find the words of the hymns of 
great help and inspiration to him many times 
when he will not be able to sing them or may 
not wish to sing. Many adults do not sing at 
all. If the words of the hymn have been mem- 
orized only in connection with the music, one 
becomes so dependent upon the melody as to 
find it almost impossible of recall without the 
music. A hymn should be studied and memo- 
rized like any other poem. It is not sufficient 
to learn it merely by singingit. The study and 
story of its music also should not be neglected. 
Some knowledge of the writer of the music and 
recognition of its suitability to the poem are al- 
ways appropriate and help to an appreciation 
of the whole. 

In planning the memory curriculum for a 
Junior Department it first becomes necessary 


30 CURRICULUM OF WORSHIP 


to take an inventory of what the children al- 
ready know in this line. This will depend upon 
their training at home and in the Primary De- 
partment and upon what they have learned in 
the public school. About all that can be 
counted upon as already belonging to the chil- 
dren as a basis for the curriculum is the Lord’s 
Prayer and the Twenty-third Psalm. These 
are pretty generally known. Some children 
may know from memory other Psalms or chil- 
dren’s hymns, but it is safe to assume for our 
purpose that the children’s repertory will con- 
sist merely of this one prayer and one Psalm. 
It is therefore apparent that we have a large 
field on which to draw for our first year’s work. 
What goes into the curriculum depends some- 
what upon the needs and tastes of the particu- 
lar children, but there is a large body of mate- 
rial that is adaptable to all and should be 
included. Only the best hymns of the Church 
both as to words and music and the finest of the 
devotional passages of Scripture are worthy of 
a place and of the time devoted to them. The 
Psalms, the Gospels, or the prophets are the 
most likely portions of Scripture from which to 
draw the larger part of our devotional material. 


THE MEMORY CURRICULUM OL 


There should be responses to aid in enriching 
the children’s worship services, and other 
forms from the ritual of the Church that they 
are likely to meet with in their own denomina- 
tional worship. It may include the Creed, the 
Doxology, the Ten Commandments, Offertory 
Sentences, Benedictions and the Gloria. ‘‘One 
argument for teaching them many things unin- 
telligible to them now but useful later, is that 
they can learn them so easily. That is the 
ground on which much verbatim memorizing of 
literature and Scripture that they could not 
hope soon to appreciate has been required of 
them.’’2 We must not starve them, however, 
for the things that they can appreciate, by 
simply storing their minds for the future. 
This will discourage them. Therefore, the 
larger part of the memory work will be graded 
to suit the children’s immediate needs. Miss 
Baldwin says: ‘‘In deciding which hymns to 
give to Junior children for memorization, only 
those should be chosen in which the truth is ex- 
pressed as a story or through word pictures. 
To phrase it negatively, a hymn that cannot 
be illustrated is not suited to children, because 
2McMurry, “How to Study.” 


39 CURRICULUM OF WORSHIP 


they cannot grasp truth unless it is presented 
in concrete form.’’ 8 

This may be said of all the material given to 
children to memorize. If it lends itself readily 
to illustration and is worthy both from a lit- 
erary and devotional point of view, it may 
safely be included in the Junior memory cur- 
riculum. This -curriculum should be varied 
and should include Thanksgiving, Christmas, 
Easter, patriotic, and missionary material. 
Each should be studied at its appropriate sea- 
son. It is never hard to get children to learn 
Christmas carols a month or so in advance when 
they are filled with the spirit of Christmas. 
The same is true with the other seasons as they 
come along. Always have the memory work 
suited to the time of year, and it will meet with 
an enthusiastic response. 

The memory curriculum and services of wor- 
ship which follow have been prepared for use 
in the first two periods of the Junior Church 
school, as previously described in this chapter. 
Together they form a complete program of 
training in worship for one year. Hach 
may, however, be used independently of the 


3 Josephine L. Baldwin, ‘“Hymns Every Child Should Know,” 
article in “Church School Magazine,” September, 1911. 


THE MEMORY CURRICULUM 33 


other. Where it is not possible to have a 
separate period devoted to the work of mem- 
orization, this may be done as a class-room 
project and the memory curriculum used with- 
out the opening hymn, Scripture reading, and 
prayer. The services of worship may also be 
used independently and with any Junior pro- 
gram. 


A MEMORY CURRICULUM FOR JUNIORS 


Hymns Page 
‘* Mather, jlead: Mea: Day iByuDay 7 oe 
‘‘Saviour, Like a Shepherd Lead Us.’’ . 57 
‘“We Thank Thee, Lord, for This Fair 

Earth.’’ Tait’. ae mL 
‘““The God of Behar Eeeee Pr fea poets 48 js 
‘“While Shepherds Watched Their 

Plocks by) Night) 2) ia iyi es 
‘In the Field with Their ‘Blocks 

Abiding.’”’ . . 126 
‘‘O Master, Let Me Walk mith Thee. pete ake es 
Hele ould bed rne 2 nies ens 9 
‘Not Alone for Mighty sailitesee HOMERS SO, % 
‘“‘The Morning Light is Breaking.’’ . 198 
‘“‘Take My Life and Let It Be.” . . 207 
‘‘Hark, the Voice of Jesus Calling.’’ . 221 
‘‘ Joyful, Joyful, We Adore Thee.’’ . 240 
‘‘Christ the Lord is Risen To-day.’’ . 253 
‘*O..Jesus. 0 Have Promised7. Voi e280 
‘*Christ for the World We Sing.”’ . . 294 
‘‘Summer Suns Are Glowing.’’ . . 303 


‘‘Lord of All Being Throned Afar.’’ . 319 
34 


A MEMORY CURRICULUM 30 


Scripture Passages Page 
Matthew 6 (9-13): ‘‘The Lord’s 
ature cil. tin, 48 


Psalm 23: ‘‘The Lordis my Shepherd.’’ 65 
Psalm 92 (1-5): ‘‘It is a good thing to 
give thanks unto the Lord.’”’ . . 84 
Psalm 24 (1-5): ‘‘The earth is the 
Lord’s and the fulness thereof.’’ . 100 
Matthew 2 (1-6): ‘‘And thou Beth- 
lehem, land of Judah, art in no wise 
least among the princes of Judah.’’ 119 
Luke 2 (29-32): ‘‘Now lettest thou thy 
servant depart in peace. . .. . 134 
Luke 10 (25-37): The Good Samaritan. 151 
Luke 22 (24-27): ‘‘I amin the midst of 
you as he that serveth.’’?. ~. J... 167 
Romans 8 (35, 37-39): ‘‘Who shall 
separate us from the love of 


Christ?’’ PSO AOI. VALUE ONAL en AN (Li EG 
II Peter 1 (5-8): Christian Character 

ES VV CLA Sern ny baton aha vis a stare mee MEY AL 
Colossians 3 (12-15): ‘‘Put on there- 

fore, a heart of compassion.”’ . . 213 
Ephesians 4 (25-32): ‘‘Be ye kind one 

PO POUOLNEPs ens, . 229 


Matthew 21 (9-11): ‘‘Hosanna to the 
Lay HY Wee aD FENTALS Bau muna nidnl a hry 


36 


CURRICULUM OF WORSHIP 
Psalm 67: ‘‘Let the people praise thee, 


OSG. POE. ure Geely L707 a 
Exodus 20 (3-17): The Ten Command- 
Mentss0 N49 Hy Ref ns 2a | 


Proverbs 3 (1-6): ‘‘My son, forget not 
my law; but let thy heart keep my 


commands.”’ PUR Ly OAR EM op Rh act 6 
Psalm 148: ‘‘Praise ye the Lord, from 
the wheavensye. es. ihe LL 


Matthew 11 (28-30): ‘‘Come unto me, 
all ye that labor and are heavy 
Tacem Stay Oar Sa oa a a a 


OcTOBER 
THE MEMORY CURRICULUM 


First Sunpay: Hymn, ‘‘Father, Lead Me 
Day by Day.”’ 

SEconp Sunpay: Scripture, Matthew 6 (9-13), 
The Lord’s Prayer. 

THirp Sunpay: Hymn, ‘‘Saviour, Like a 
Shepherd Lead Us.’’ 

FourtH Sunpay: Scripture, Psalm 23, ‘‘The 
Lord is My Shepherd.’’ 


THE SERVICE OF WORSHIP 


Theme for the Month: Prayer. 

First Sunpay: Jesus, our Teacher and Guide 
in the Practice of Prayer. 

Seconp SunpaYy: Daily Talks with God. 

Tuirp Sunpay: Prayers of Thanksgiving. 

FourtH Sunpay: Praying for Those in Other 
Lands. (Missionary) 


Ve po 
by Pu iG) 
Tae eA 


Toh Pepe BS 
) 9379 a 
j } a ie 





OCTOBER—-FIRST SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Father, Lead Me Day by Day.’’ 

ScriptuRE: Psalm 121. 

LEaDER’s PRAYER. 

Memory Work: Hymn, ‘‘Father, Lead Me 

Day by Day.’’ 

Our opening hymn this morning is a prayer 
hymn. When we look through our hymn-books, 
how can we tell the prayer hymns? (They all 
speak to God directly.) Some call Him Father 
as the hymn we have just sung. Others ad- 
dress Him as Lord, King, or Creator. Many 
of our hymns are prayers to Jesus and address 
Him as Saviour, Redeemer, Master or Friend. 

Most often we like to think of God as a 
Father. It makes Him seem closer to us. We 
know how earthly fathers love their children, 
how they care for them and try to teach them 
what is right. Children are always ready to 
ask their fathers to help them when they are 


in trouble, to stay with them when they are 
39 


40 CURRICULUM OF WORSHIP 


lonely or afraid, and to give them the things 
that they desire. 

God is a Father who loves us more than any 
earthly father and who wants us to know Him 
and love Him and look to Him for help and 
guidance. Jesus thought of God as His Father 
and thus prayed to Him. When His disciples 
asked Him to teach them how to pray, He said, 
‘‘Our Father, which art in Heaven.’’ 

Let us open our books again and read the 
hymn, ‘‘Father, Lead Me Day by Day.”’ 

We can all understand the words of this 
prayer hymn. They are the words that any of 
us might use in our daily prayers. We want 
our Heavenly Father to lead us day by day. 
We want Him to teach us to be pure and true 
and to show us what we ought to do. We want 
to be brave in danger and wise and strong in 
the face of our temptations, and we want to 
feel that He is always near us. 

This prayer hymn was written by John Page 
Hopps of London. He was a minister and 
writer. He was always interested in hymns 
and made eight collections of these into hymn- 
books. He wrote several hymns himself, of 
which ‘‘Father, Lead Me Day by Day’’ is the 
most popular. It was written in the year 1877. 


OCTOBER—FIRST SUNDAY 41 


Mr. Hopps must have been fond of children, 
for some of his hymns were written especially 
for them. 

The hymn, ‘‘Father, Lead Me Day by Day’”’ 
is sung to two tunes. One is called ‘‘Posen,”’ 
the other ‘‘St. Bees.’’? We shall listen to both 
tunes and choose to learn the one which we like 
the better. 

(Have pianist play both tunes. Let children 
sing the words to each tune. After a choice 
has been made, sing the hymn through several 
times. Call attention to the fact that it 1s a 
prayer, and repeat softly and reverently, using 
books only when necessary.) 

Memory VERSION: 

Father, lead me day by day, 

Ever in Thine own sweet way; 

Teach me to be pure and true, 

Show me what I ought to do. 


When in danger, make me brave, 

Make me know that Thou canst save; 
Keep me safe by Thy dear side; 

Let me in Thy love abide. 


When I ’m tempted to do wrong, 
Make me steadfast, wise and strong; 


42 CURRICULUM OF WORSHIP 


And when all alone I stand, 
Shield me with Thy mighty hand. 


May I do the good I know, 
Serving gladly here below, 

Then at last go home to Thee, 
Ever more Thine own to be. 


‘Announcements 
Preparation for Worship 
Tueme ror SERVICE or WorsuHip: Jesus, Our 
Teacher and Guide in the Practice of 
Prayer. | 

Picrure: ‘‘Christ in Gethsemane,’’ Hof- 

mann. 

We have seen many pictures of Jesus. We 
have seen Him in the temple as a boy of twelve 
years. We have seen Him with His disciples 
by the Sea of Galilee, and on the mountain, and 
ina boat. Most of the time there were crowds 
of people with Him. 

Now we see Him alone. But He does not 
feel alone, for He knows that His Heavenly 
Father is with Him. He is talking to Him. 
Jesus often left His disciples and the multitude 
to talk with God. This morning in our worship 
we are going to think of Jesus as one who 
prayed and who taught others to pray. We 


OCTOBER—FIRST SUNDAY 43 


will repeat together the prayer that He taught 
His disciples and make it our prayer to-day. 


The Service of Worship 
Prano PRELUDE. 
OPENING SENTENCE: 
The Lord is nigh unto all them that call 
upon him, 
To all that call upon him in truth. 
RESPONSE: 





of my heart be ac-cept-a-ble in Thy 


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44 


CURRICULUM OF WORSHIP 


Hymn: ‘‘Wather in Heaven, Hear Us To- 
day.’’ 
SCRIPTURE: 

Leader: Let us read together what our 
Bible says about the prayer habits of 
Jesus. First, let us read what Mark 
says. Mark 1:35. 

All: And in the morning, a great while 
before day, he rose up and went out, and 
departed into a desert place, and there 
prayed. 

Leader: Now let us read what Luke says. 
Luke 6:12. 

All: And it came to pass in these days, 
that he went out into the mountain to 
pray; and he continued all night in 
prayer to God. 

Leader: Let us read what Matthew says. 
Matthew 14: 23. 

All: And after he had sent the multi- 
tudes away he went up into the moun- 
tain apart to pray; and when even was 
come, he was there alone. 

RESPONSE: 
O Sabbath rest by Galilee! 
O calm of hills above! 


OCTOBER—FIRST SUNDAY 45 


Where Jesus knelt to share with Thee 
The silence of eternity, 
Interpreted by love. AmMEn. 
(‘‘Hymnal for American Youth.’’) 
Prayer: The Lord’s Prayer. 
PRavER RESPONSE. 


O Thouby whom we come to God, The Life, the 


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Lord, teach us how 





46 CURRICULUM OF WORSHIP 


OFFERTORY SERVICE: 

Remember the words of the Lord Jesus, how 
he said, It is more blessed to give than to re- 
ceive. 

Orrertory—Mvusic. 

RESPONSE: 


ae OEY r | 
Fa - ther, we bring to Thee, Gifts of our love, 
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Thou hast so free-ly given All that we _ need, 
# ae + br .: f 


OCTOBER—FIRST SUNDAY 47 





Hymn: Father, Hear the Prayer We Offer. 
RECESSIONAL TO CLASSES, 


OCTOBER—-SECOND SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Father, Lead Me Day by Day.”’ 

Scripture: Psalm 100. 

LEADER’s PRAYER. 

Memory Work: 

Review: Hymn, ‘‘Father, Lead Me Day by 
Day.’’ 

Who wrote the hymn that we have just sung? 
What kind of ahymn isit? (A prayer hymn.) 
What makes it a prayer hymn? (It addresses 
God.) (Call attention to the different petitions 
in the prayer. Have children repeat them sev- 
eral times. Sing the hymn through once more 
and repeat without books.) 

New Work: Scripture, Matthew 6 (9-13), 
The Lord’s Prayer. 

We are thinking this month about prayer. 
We have been learning a prayer hymn, and we 
repeat a prayer each Sunday in our Service of 
Worship. There is one, however, that we say 


more than any other. It is the greatest of all 
48 


OCTOBER—SECOND SUNDAY 49 


prayers. To what prayer do I refer? (The 
Lord’s Prayer.) We do not need to learn the 
words of the Lord’s Prayer, for we already 
know them. But we ought to know more about 
it than we do. We ought to know what each 
phrase of this prayer means. We ought to 
know how we came to have it and where to find 
it in our Bibles. 

The name by which we call the prayer tells us 
who its author was. Jesus was in Galilee. He 
had been teaching in the synagogues there, 
preaching the gospel, and healing the sick. He 
had become so very famous that people came 
from great distances to hear Him. One day 
when a crowd of such people gathered around 
Him, He went up a mountain side and sat down. 
His disciples followed Him up the mountain 
and sat down near Him. 

(Show picture: ‘‘The Sermon on_ the 
Mount,’’ Copping.) 

Jesus wanted to teach His disciples many 
things and some of these He taught them that 
day in the words that we call the ‘‘Sermon on 
the Mount.’’ Jesus was anxious to have them 
love their Heavenly Father whole-heartedly; to 
do right because it is the Father’s will, and to 
pray to Him because they loved Him. Jesus 


50 CURRICULUM OF WORSHIP 


knew that some people did good deeds and said 
their prayers in public places just to show off 
before others, and some did them for their own 
sake that they might feel themselves better than 
others. We have a good picture of such a per- 
son in one of Jesus’ parables. Let us turn to 
Luke 18 (9-14) and read the story together. 

(Show picture: ‘‘The Pharisee and the Pub- 
lican,’’ Copping.) 

In this story the Pharisee’s prayer was not 
really a prayer although it was addressed to 
God. The Pharisee was not praising God. He 
was praising himself. 

Because Jesus saw that men were not pray- 
ing the right kind of prayers, He gave to them 
a model. It is found in two places in our Bi- 
bles, Matthew 6 (9-13) and Luke 11 (2-4). 
Luke’s form is a shorter one. That with which 
we are the more familiar is in Matthew. So 
let up open our Bibles to Matthew 6 (9-13) and 
read this prayer as Matthew records it in the 
‘¢Sermon on the Mount.’’ 

How different this is from the prayers against 
which Jesus had been warning His disciples. 
They were long, selfish, filled with vain repeti- 
tions, pride of self, and superiority over oth- 
ers. Jesus’ prayer contains but a few peti- 


OCTOBER—SECOND SUNDAY 51 


tions. It is not selfish. It thinks of God first 
and not as ‘‘My Father’’ but as ‘‘Our Father.’’ 
God belongs to all of us, and at the same time 
that we pray for ourselves in praying the 
Lord’s Prayer, we pray also for others. 

We must be reverent and worshipful when 
we think of God and pray to Him. Jesus said, 
‘‘Hallowed be Thy Name,’’ which means that 
God is to be worshipped and revered. Jesus 
wanted most that all men might come to know 
God as Father and do His will. Then will 
God’s kingdom come on earth. It was for this 
that Jesus worked and prayed and for this He 
wants us to work and pray: So we have the pe- 
tition, ‘‘Thy kingdom come, Thy will be done.”’ 

The rest of the prayer is for ourselves, but 
not in praise of the good that we do. Jesus 
knew that men often do wrong and need to be 
forgiven. Because of evil surroundings and 
evil companions they are led into temptation. 
So He prays that we may be forgiven for our 
sins, that God may lead us in His ways, which 
are not the ways of temptation but of goodness 
and righteousness. 

Let us read the prayer again as Matthew 
gives it. 

Now think of the prayer as we say it. What 


D2 CURRICULUM OF WORSHIP 


is there in our prayer that is not in Matthew? 
(American Standard Revision.) (For thine 
is the kingdom, and the power, and the glory, 
forever. Amen.) 

These words were added by the church after 
the earthly ministry of Jesus, when the prayer 
was made a part of the worship service of the 
church, as a song of praise in honor of the 
majesty, the power, and the glory of the God to 
whom Jesus prayed. 

(Have the children repeat the familiar form 
of the Lord’s Prayer slowly. Ask them to 
think of the meaning of each petition and at the 
close, question their understanding of the 
prayer. Have them memorize the reference, 
Matthew 6: 9-13.) 

Memory VERSION: 

Our Father, which art in heaven, hallowed be 
Thy name. Thy kingdom come. Thy will be 
done in earth, as it is in heaven. Give us this 
day our daily bread. And forgive us our debts 
(trespasses), as we forgive our debtors (those 
that trespass against us), and lead us not into 
temptation, but deliver us from evil: For 
Thine is the kingdom, and the power, and the 
glory, forever. Amen. (King James Version.) 


OCTOBER—SECOND SUNDAY _ 53 


Announcements 
Preparation for Worship 
THEME FoR Sxgrvice oF Worsuip: Daily 
Talks With God. 

Picture: ‘‘The Infant Samuel.’’ Reynolds. 

(Ask some child to read or tell the story of 
the child Samuel, 1 Samuel, 3). 

Samuel was only a young boy at the time of 
our story, but he had learned to serve God so 
faithfully that he was given a vision of God’s 
purpose for Israel. The artist Reynolds, who 
painted our picture, shows him at prayer. It 
must have been a part of his daily service, for 
if he had not been accustomed to talk with God, 
he could not have heard God speak to him. 
The thought for our Service of Worship this 
morning is ‘‘ Daily Talks with God.’’ 


The Service of Worship 

Piano PRELUDE 

OPENING SENTENCE: 

Evening and morning and at noon, will I 
pray and cry aloud: 

And he shall hear my voice. 

Hymn: ‘‘Father Almighty, Bless Us with 
Thy Blessing.’’ 


o4. CURRICULUM OF WORSHIP 


Scripture: Philippians 4 (6-8). In every- 
thing by prayer and supplication with 
thanksgiving let your requests be made 
known unto God. 

PRAYER: 

Our Father, we know that Thou dost love us. 
We see Thy goodness all about us and in our 
own lives. Thou hast given us many beautiful 
things, and we are truly grateful for them, but 
many times we forget to thank Thee as we 
should. Help us to remember each day Thy 
goodness to us. We need Thy help in order 
that we may live happy, useful lives, so grant 
that we may form the habit of daily prayer 
that we may know Thy purpose for us and feel 
Thy presence always with us. AMEN. 

Prayer Hymn: 

Dear Lord and Father of Mankind, 
Forgive our feverish ways; 
Reclothe us in our rightful mind, 
In purer lives Thy service find, 
In deeper reverence, praise. AMEN. 
(‘‘Hymnal for American Youth.’’) 

OFFERTORY SERVICE: 

Every good and perfect gift is from above, 
coming down from the Father. 

Freely ye have received, freely give. 


OCTOBER—SECOND SUNDAY 55 


OrFrrerToRY—Mvsic, 
RESPONSE: 


and of Thine own have we.. giveen Thee. 





Hymn: Lord, for to-morrow and its needs I 
do not pray. 
RECESSIONAL TO CLASSES. 


OCTOBER-——-THIRD SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Father, Lead Me Day by Day.’’ 

ScripturRE: Psalm 23. 

THE Lorp’s PRaver. 

Memory Work: 

Review: Matthew 6 (9-18), The Lord’s 
Prayer. 

We have just repeated the Lord’s Prayer. 
To whom did Jesus give this prayer? In what 
gospels do we find it recorded? What is the 
reference in Matthew? According to Mat- 
thew’s account where was Jesus at the time He 
taught His disciples how to pray? Why did 
Jesus think that it was necessary to teach men 
how to pray? ‘Tell me the story of the Pharisee 
and the Publican in the temple? (Luke 18 (9- 
14.) How does Jesus’ prayer differ from that 
of the Pharisee’s? (Ask several children, one 
after another, to describe the scene, as related 
the previous Sunday, of Jesus working in Gali- 
lee, teaching, preaching, and healing the sick; 
of his going up into the mountain and sitting 

56 


OCTOBER—THIRD SUNDAY o7 


down, anaious to tell His disciples many things 
that they needed to know; of the disciples seat- 
ing themselves near Him with His other follow- 
ers still gathered around; then of the great ser- 
mon which He preached that day, wncluded in 
which was the prayer that we have come to 
know as the Lord’s Prayer. Drill the children 
on the reference, Matthew 6: 9-13.) 

New Worx: Hymn, ‘‘Saviour, Like a Shep- 
herd Lead Us.”’ 

(Show picture: ‘‘In Charge of the Flock,’’ 
Mauve.) 

Here we have a picture of a flock of sheep 
with their shepherd. He has led them into a 
beautiful green pasture to feed while he stands 
by watching over them. We can think of many 
other pictures of sheep and shepherds which 
we have seen. Always the shepherd shows the 
same tender care for his sheep. 

(Show picture: ‘‘The Good Shepherd,’’ 
Copping.) 

Jesus once likened Himself to one of these 
good shepherds, whose sheep know his voice 
and follow only him. He said that He is the 
good shepherd, and that we are the sheep. 
(Show picture: ‘‘The Good Shepherd,’’ Plock- 
horst.) So as sheep follow their shepherd, 


08 CURRICULUM OF WORSHIP 


we must follow Jesus. We must pray that He 
will lead us and care for us. We have a hymn 
through which we may pray this prayer. It is 
a prayer hymn addressed to Jesus. We said 
when we learned the hymn, ‘‘Father, Lead Us 
Day by Day,’’ that some prayer hymns were ad- 
dressed to God as Father and others to Jesus 
as Saviour. Let us open our books to the 
hymn, ‘‘Saviour, Like a Shepherd Lead Us,’’ 
and read it together. 

We do not know who wrote this hymn. It 
appeared first in the year 1836 in a book called, 
‘‘Hymns for the Young,’’ where it was left un- 
signed. People have tried to discover who the 
author was, and some have assigned it to one 
author and some to another. As no one really 
knows, it is better to think of it as a beautiful 
hymn of the church, the authorship of which is 
a mystery. 

The first verse is illustrated by the pictures 
that we have before us. We think of the shep- 
herd leading his flock into pleasant pastures to 
feed and tenderly care for them. So we pray 
in the words of the hymn, 


‘‘Saviour, like a shepherd lead us, 
Much we need Thy tender care, 


OCTOBER—THIRD SUNDAY og 


In Thy pleasant pastures feed us, 
For our use Thy folds prepare. 


Sometimes a sheep strays away from his 
shepherd and falls into danger. (Show pic- 
ture, ‘‘The Lost Sheep,’’ Soord.) Then the 
shepherd must go out and look for the sheep 
and bring it back even at the risk of his own 
life. Likewise we may fall into sin and stray 
away from paths of righteousness. So in the 
second verse our prayer is 


We are Thine, do Thou befriend us, 
Be the Guardian of our way; 

Keep Thy flock, from sin defend us, 
Seek us when we go astray. 


The last verse that we shall learn is the one 
beginning 


‘‘Harly let us seek Thy favor, 
Early let us do Thy will.’’ 


(Show picture: ‘‘Suffer the Little Children 
to Come unto Me,’’ Taylor.) 

This shows us that we are not too young to 
take Jesus as our shepherd and guide. He has 
always loved us, and we must love Him too. 
Even little children have a share in His love, 


60 CURRICULUM OF WORSHIP 


for He said, ‘‘Suffer the little children to come 
unto me.”’ 

(Sing the hymn through. Call attention 
agai to the main thought of each verse. Hold 
up the pictures while the chaldren sing the verse 
which each picture allustrates. Repeat as a 
whole several times, the last without books.) 

Memory VERSION: 

Saviour, like a shepherd lead us, 
Much we need Thy tender care; 

In Thy pleasant pastures feed us, 
For our use Thy folds prepare: 


Blessed Jesus, blessed Jesus, 

Thou hast bought us, Thine we are, 
Blessed Jesus, blessed Jesus, 

Thou hast bought us, Thine we are. 


We are Thine, do Thou befriend us, 
Be the Guardian of our way; 

Keep Thy flock, from sin defend us, 
Seek us when we go astray: 


Blessed Jesus, blessed Jesus, 

Hear Thy children when they pray. 
Blessed Jesus, blessed Jesus, 

Hear Thy children when they pray. 


OCTOBER—THIRD SUNDAY 61 


Early let us seek Thy favor, 
Early let us do Thy will; 

Blessed Lord and only Saviour, | 
With Thy love our bosoms fill: 


Blessed Jesus, blessed Jesus, 
Thou hast loved us, love us still, 

Blessed Jesus, blessed Jesus, 
Thou hast loved us, love us still. 


Announcements 
Preparation for Worship 
THEME For SERVICE OF WorsHIP: Prayers of 
Thanksgiving. 

Picture: ‘‘The Angelus,’’ Millet. 

We are always ready to pray for help when 
we are in need and for those things which we 
want very much. Sometimes when we get them 
we forget to thank God for them. We also 
forget to thank Him for all those things which 
are already ours and for keeping us and guid- 
ing us day by day. 

There is a beautiful custom in some countries. 
It is the ringing of the Angelus. At its sound 
people stop their work to thank God for His 
goodness to them. In our Service of Worship 
this morning we are going to think about 


62 CURRICULUM OF WORSHIP 


‘‘Prayers of Thanksgiving.’’ May it help us 
to remember that our own prayers should al- 
ways include petitions of thanksgiving. 


The Service of Worship 

Piano PRELUDE. 

CaLL TO WORSHIP: 

O give thanks unto the Lord, call upon His 
name. 

Make known among the peoples His doings, 

For the Lord is a great God, and a King above 
all Gods. 

Hymn: ‘‘O God, Thy World is Sweet with 

Prayer.”’ 

Scripture: Psalm 138. ‘‘I will give thee 

thanks with my whole heart.”’ 

PRAYER: 

Our Father, we thank Thee for our lives and 
what they may become if we serve Thee well 
and truly do Thy will. We thank Thee for the 
world about us, its beauty, and the opportuni- 
ties it offers to make us into happy and useful 
members of society. We thank Thee for our 
homes, our parents, and our friends, and all 
the tender love and care they give to us. Help 
us in every way to be worthy of all Thy gracious 
goodness tous. AMEN. 


OCTOBER—THIRD SUNDAY 63 


Prayer Hymn: 





al 
| f. | 
ext ed inne daeniee eee at H 
| a t 
at Ld UJ 


OFFERTORY SERVICE: 

Honor the Lord with thy substance and with 
the first-fruits of all thine increase. 

OrrertorRY—Mvsic. 

RESPONSE: 


64 CURRICULUM OF WORSHIP 


that we have is 


Thine a-lone,A_ trust, O Lord, from Thee. 
P, e 
7 7. CHE SR a ee 
caee 





Hymn: ‘‘With Gladness We Worship.’’ 
RECESSIONAL TO CLASSES. 


OCTOBER—-FOURTH SUNDAY 


The Memory Curriculum 
Hymn: ‘‘Saviour, Like a Shepherd Lead 
Use? 

Scripture: Psalm 23. 

LEADER’s PRAYER. 

Memory Work: 

Review: Hymn, ‘‘Saviour, Like a Shepherd 
Lead Us.’’ 

What kind of care does the good shepherd 
give to his sheep? Where does he lead them to 
feed? What does he do when they go astray? 
Who is our shepherd? When shall we take 
Jesus asour shepherd? (Early inlife.) (Call 
attention to the main thought of each verse. 
Sing the hymn through several tumes and re- 
peat the refrain without books.) 

New Work: Scripture, Psalm 23. The Lord 
is my shepherd. 

What psalm is sometimes called, ‘‘The Shep- 
herd’s Psalm’’? (The 23rd.) 


We know the 23rd Psalm almost as well as 
65 


66 CURRICULUM OF WORSHIP 


the Lord’s Prayer. It tells us many facts 
about the shepherds of Israel. Perhaps it was 
written by a shepherd. Some people think that 
it was written by David, who had been a shep- 
herd in his youth. Certainly the psalmist knew 
a great deal about shepherds, and if we would 
understand the psalm, we shall also need to 
know something about the life of the shepherd 
in the days of the psalmist. 

(Show picture: ‘‘David,’’ Copping.) 

Here is a picture of David as a shepherd lad. 
There were many shepherds in Palestine in 
David’s time and there still are to-day. The 
shepherds need to be brave men, for the flocks 
are often attacked by wild beasts. Sometimes 
poisonous snakes are coiled up in the grassy 
pastures where the shepherd leads the sheep to 
feed. The lambs continually stray away from 
the flock into danger, and the shepherd must 
risk his life to bring them back. 

(Show picture: ‘‘David Rescuing — the 
Lamb,’’ Bouguereau.) 

Here David has rescued a lamb from a lion 
which would have killed it had not David been 
a good shepherd. The shepherd’s whole life is 
wrapped up in his sheep. The sheep of Pales- 
tine are more timid and much gentler and 


OCTOBER—FOURTH SUNDAY — 67 


meeker than those with which we are familiar. 
This is due to the dangers which surround 
them. Their attachment to their shepherd is 
greater because they are entirely dependent 
upon him for protection. He provides for all 
their needs. Karly in the morning he starts 
out with his flock, for in that hot country the 
shepherd must either feed his flock in the early 
hours of the day or in the late afternoon. The 
sheep follow their shepherd confidently, for 
they know that he will lead them to a spot 
where there is plenty of food and that they will 
not want for anything while he is with them. 

When the sun is high in the sky and the flock 
is tired and hot, he makes them lie down in a 
ereen pasture to rest while he goes in search of 
cool, refreshing streams. He knows that the 
sheep need rest before they are brought to the 
water. The shepherd is very careful in select- 
ing water for his sheep. He examines each 
stream or pool before he allows them to drink. 
Some pools are covered with moss or water- 
plants, which must be cleared away. Some con- 
tain worms and insects, which if swallowed will 
kill the sheep. Into these pools the shepherd 
pours cedar tar to purify the water and free 
it from worms and snakes. Sometimes the 


68 CURRICULUM OF WORSHIP 


water is a river with a strong current. This 
would frighten the sheep, or the little lambs 
might fall in and be drowned. The shepherd 
must search for a shallow place or with his own 
hands dam up the stream. Then he leads the 
sheep, eighteen or twenty at a time, to the still 
waters that he has prepared, and they drink 
in safety and without fear. He sometimes 
takes the youngest lamb up in his arms and lets 
it drink out of his own cup. 

(Show picture: ‘‘The Lost Sheep,’’ Soord.) 

On the journey one of the sheep may wander 
away from the others. He must go after it and 
restore it to the flock where it is safe once 
more. 

Often it is necessary for the shepherd to lead 
his flock through dangerous valleys in order 
to reach the best pastures, valleys infested with 
wolves and hyenas whose shadows might be 
seen by the light of the moon, valleys which 
would surely bring death to the sheep were the 
shepherd not with them. But with the shep- 
herd there they are not afraid. They are com- 
forted by the sight of his rod with its head of 
nails, which he carries for their protection and 
by the staff which he sometimes uses to guide 


OCTOBER—FOURTH SUNDAY 69 


them back into line or to pull them out when 
they are caught in the bushes. 

It is often necessary to stop for food in dan- 
gerous places. The pasture itself must be freed 
from poisonous plants. In this manner the 
shepherd prepares a place for the sheep to eat 
in the very presence of the wild beasts, their 
enemies. They eat with perfect safety because 
of the presence of the shepherd. 

At the close of the day the shepherd leads 
his sheep back to the sheepfold. He stands at 
the gate as they enter, and if any are bruised 
or cut from rocks and briars, he pours olive- 
oil on their wounds. If they are sick, he rubs 
their heads with the oil and gives them water to 
drink out of his own cup. So the shepherd 
cares for his sheep with the same loving care 
that a parent shows for his children. When the 
writer of our 23rd Psalm wanted to express the 
care of a loving Heavenly Father for us, his 
children, he took the story of the shepherd and 
his care of his sheep and made it into a beauti- 
ful psalm, in which he said, ‘‘The Lord is my 
Shepherd.”’ 

(Show picture: ‘‘The Lord 1s My Shep- 
herd,’’ Taylor.) 


70 CURRICULUM OF WORSHIP 


While we look at the picture, let us repeat 
again the 23rd Psalm. | 

Memory VERSION: 

The Lord is my shepherd; I shall not want. 

He maketh me to lie down in green pas- 
tures; 

He leadeth me beside still waters. 

He restoreth my soul: 

He guideth me in the paths of righteousness 
for his name’s sake. 

Yea, though I walk through the valley of the 
shadow of death, 

I will fear no evil; for thou art with me; 

Thy rod and thy staff they comfort me. 

Thou preparest a table before me in the pres- 
ence of mine enemies: | 

Thou anointest my head with oil; 

My cup runneth over. 

Surely goodness and lovingkindness shall 
follow me all the days of my life; 

And I shall dwell in the house of the Lord for 
ever. | 


Announcements 
Preparation for Worship 
THEME FoR SERVICE oF WorsHIP: Praying 
for Those in Other Lands. 


OCTOBER—FOURTH SUNDAY 71 

Picture: ‘‘The Hope of the World.’’ Cop- 

ping. 

Jesus loved the people of other lands. He 
wanted to have God known in every country 
of the world. In the prayer which He taught 
His disciples, He prayed, ‘‘ Thy kingdom come,’’ 
not only in His own country but in all the earth. 
We would not be doing the will of Jesus if we 
did not pray for all the world. This morning 
in our Service of Worship the theme will be, 
‘‘Praying for Those in Other Lands.’’ 


The Service of Worship 

P1ano PRELUDE. 

OPENING SENTENCE: 

Nations shall come to thy light, and kings to 
the brightness of thy rising; 

All nations which thou hast made shall come 
and worship before thee, O Lord; and they 
shall glorify thy name. 

RESPONSE: 

Give of Thy sons to hear the message glorious, 

Give of Thy wealth to speed them on their 

their way, 
Pour out Thy soul for them in prayer victorious, 

And all Thou spendest Jesus will repay. 

Publish glad tidings, tidings of peace, 


(2 CURRICULUM OF WORSHIP 


Tidings of Jesus, redemption and release. 
(‘‘O Zion Haste.’’ ‘‘Hymnal for 
American Youth.’’) 

SoripturE: Psalm 67, Let the people praise 

thee O God; let all the people praise thee. 

Hymn: ‘‘And is the Time Approaching.’’ 

PRAYER: 

Our Father, we thank Thee for our own land 
and for all the opportunities that we have as 
citizens of a great country. We would remem- 
ber, too, the people of other countries. May 
boys and girls everywhere have the same ad- 
vantages of education and health and happi- 
ness that we have here. Help us to do all that 
we can to send help where it is needed, and may 
we always feel a kindly interest in our friends 
of other lands and remember them in our 
prayers. AMEN. 

Prayer Hymn: 

Thou whose almighty word, 
Chaos and darkness heard, 

And took their flight; 
Hear us, we humbly pray, 
And, where the gospel day, 
Sheds not its glorious ray, 

Let there be light. Amen. 

(Tune, Italian Hymn.) 


OCTOBER—FOURTH SUNDAY 73 


OFFERTORY SERVICE: 
Not what we give, but what we share, 
For the gift without the giver is bare, 
Who gives himself with his alms, feeds three 
Himself, his hungering neighbor and Me. 
Orrertory—Music. 
RESPONSE: 





Hymn: Jesus Shall Reign Where’er the 
Sun. 
RECESSIONAL TO CLASSES. 


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NOVEMBER 
THE MEMORY CURRICULUM 


First Sunpay: Hymn, ‘‘We Thank Thee Lord 
for This Fair EKarth.”’ 

SEconp Sunpay: Scripture, Psalm 92 (1-5), 
‘‘It is a good thing to give thanks unto the 
Lord.’’ 

Tuirp Sunpay: Hymn, ‘‘The God of Abraham 
Praise.’’ 

FourtH Sunpay: Scripture, Psalm 24 (1-5), 
‘‘The earth is the Lord’s, and the fulness 
thereof.’’ 


THE SERVICE OF WORSHIP 


Theme for the Month: God’s Bounties. 

First Sunpay: EHarth’s Beautiful Things. 

Seconp Sunpay: Peace and Prosperity. (Ar- 
mistice Sunday.) 

Turrp Sunpay: World Brotherhood. (Mis- 
sionary. ) 

FourtH Sunpay: God’s Love and Care. 
(Thanksgiving. ) 





NOVEMBER-——FIRST SUNDAY 


The Memory Curriculum 

Hymn, ‘‘Saviour, Like a Shepherd Lead Us.”’ 

ScriprurE, Psalm 23. 

LEADER’s PRAYER. 

Memory Work: Hymn, ‘‘We Thank Thee 
Lord, for This Fair Earth.’’ 

November is the month for praise and thanks- 
giving. One day a year is not enough in which 
to thank God for His goodness, nor even one 
month. All days should be days of thanksgiv- 
ing, but thanksgiving is more in our hearts and 
minds this month because we are looking for- 
ward to our great national holiday. 

Thanksgiving hymns are numerous. Many 
of them just thank God for good harvests and 
prosperity, but we have more for which to be 
thankful than good harvests. God has given 
us many things to enjoy. We have a hymn 
which expresses our thanks to Him for the 
beauties of nature which He has created for 
us. The hymn is ‘‘We Thank Thee Lord, for 


this Fair Earth.’’ It was written by an Eng- 
77 


18 CURRICULUM OF WORSHIP 


lish clergyman, Dr. George Edward Lynch Cot- 
ton. He was born in Chester, England, in the 
year 1813 and was educated at Trinity College, 
Cambridge University. After his graduation 
he became assistant master at Rugby. Have 
you ever read ‘‘Tom Brown’s School Days’’? 
Rugby was where Tom Brown of the story went 
to school. Later Dr. Cotton was made Bishop 
of Calcutta, the post made famous by Reginald 
Heber who wrote the hymns that we sing so 
often, ‘‘Holy, Holy, Holy, Lord God Almighty’”’ 
and ‘‘From Greenland’s Icy Mountains.”’ 

In the year 1866, eight years after he had 
been appointed to the post at Calcutta, Bishop 
Cotton was drowned while disembarking from a 
steamer. 

His thanksgiving hymn, ‘‘We Thank Thee 
Lord, for This Fair EHarth,’’ was written while 
he was head master of Marlborough College, a 
position he had held just before he went to Cal- 
cutta. The hymn was published in 1856 in 
‘‘Hymns for Use in the Chapel of Marlborough 
College.’’ 

Let us open our hymn-books to Dr. Cotton’s 
hymn and read it together. 

(Show pictures ‘‘ Autumn Oaks,’’ Inness, 
and ‘‘Moonlight on the North Sea,’’ Chwala.) 


NOVEMBER—FIRST SUNDAY 79 


What are the things mentioned in the first 
verse and shown in the pictures for which we 
thank our Heavenly Father? (The fair earth, 
the glittering sky, and the silver sea.) Let us 
read again the first verse. 

(Show pictures ‘‘Haven of Rest,’’ Strachan, 
and ‘‘Forest Road,’’ Lambert.) 

And in the second verse? (The flowers, the 
trees, and the hills.) Let us read the second 
verse again. 

God has created for us all these wonderful 
things. 

Our Bible says in the account of the creation, 
‘‘And God saw everything that he had made, 
and behold, it was very good.”’ 

But far more than for all these fair works of 
His creation does God care for us His children. 
He cares more for one pure deed of ours, one 
sincere prayer, or one heart that acknowledges 
Him as the great Father of all than for all the 
beauty of the earth. 

Let us read the third verse. 

As we look at all the gifts of God’s love 
around us, we should be helped to live closer 
to the Giver so that our lives, whether on earth 
or in Heaven, will be lived in the realization of 
God’s love and constant care. 


80 CURRICULUM OF WORSHIP 


Let us read the last verse again. 

(Read the hymn as a whole once more. Call 
attention to the main point of each verse and 
sing several times, using books only when nec- 
essary.) 

Mrmory VERSION: 

We thank Thee, Lord, for this fair earth, 

The glittering sky, the silver sea; 

For all their beauty, all their worth, 

Their light and glory, come from Thee. 


Thine are the flowers that clothe the ground, 
The trees that wave their arms above, 

The hills that gird our dwellings round, 
As Thou dost gird Thine own with love. 


Yet teach us still how far more fair, 
More glorious, Father, in Thy sight, 
Is one pure deed, one holy prayer, 
One heart that owns Thy Spirit’s might. 


So while we gaze with thoughtful eye, 
On all the gifts Thy love has given, 
Help us in Thee to live and die, 
By Thee to rise from earth to heaven. 


Announcements 
Preparation for Worship 


NOVEMBER—FIRST SUNDAY 81 


THEME FoR Service of WorsuHip: LEarth’s 
Beautiful Things. 

Piocrure: ‘‘All Things Bright and Beauti- 

ful,’’? Tarrant. 

The earth is filled with beautiful things. 
What are some of these as shown in the picture? 
What is the artist trying to tell us? (That 
they are the gifts of God.) How does the pic- 
ture show this? (The gifts of fruit and flow- 
ers are brought by angels.) Let us read to- 
gether the inscription around the picture? 

‘‘All things bright and beautiful, 

All creatures, great and small, 
All things wise and wonderful, 

The Lord God made them all.’’ 

The theme of our Service of Worship this 
morning will be ‘‘Harth’s Beautiful Things.’’ 


The Service of Worship 

Piano PRELUDE 

INVOCATION : 
Thou who hast made Thy dwelling fair, 
With flowers beneath, above with starry lights, 
And set Thine altars everywhere,— 
To Thee I turn, to Thee I make my prayer, 
God of the open air. 

(Henry van Dyke.) 


82 CURRICULUM OF WORSHIP 


Hymn: ‘‘O Lord of Heaven and Harth and 
Sea.”’ 

Scripture: Psalm 19 (1-6), ‘‘The Heavens 
declare the glory of God.’’ 

Hymn: ‘‘The Spacious Firmament on 
High.’’ 

Unison: O Lord how manifold are Thy 
works; in wisdom hast Thou made them all; 
the earth is full of Thy glory. 

PRAYER: 

We thank Thee, O Thou maker and giver of 
all things beautiful, for the glory and grace of 
the world. For the wonders of sea and sky; 
for the delight of the eye in color of marsh, 
and wave of grass stem, and curl of breaker, 
and leap of foam; for the gladness in the call 
of a song sparrow; for the scent of Thy sea; 
for the tonic touch of water and of air. Help 
us, O God, lest we forget, in any hour, whence 
these things come. Fill us with the gratitude 
that gives thanks not in sentiment alone, but 
in living a life, large as Thy sea, open and pure 
as Thy sky, with grace in it, and growth. 

} AMEN. 
(From ‘‘Services for the Open,’’ 
published by The Century Co.) 


NOVEMBER—FIRST SUNDAY — 83 


Prayer Hymn: 
We thank Thee Lord, for this fair earth, 
The glittering sky, the silver sea; 
For all their beauty, all their worth, 
Their light and glory come from Thee. 
AMEN. 
OFFERTORY SERVICE: 

Every good and every perfect gift is from 
above, coming down from the Father. 
Freely ye have received, freely give. 
OrreRTory—Mvsic. 

RESPONSE: 
Father, we bring to Thee, 
Gifts of our love, 
Will Thou accept them now, 
As Thine above? 
Thou hast so freely given, 
All that we need, 
Our gifts and hearts and lives, 
Are Thine indeed. AMEN. 
(For music see page 46.) 
Hymn: ‘‘This is My Father’s World.’’ 
RECESSIONAL TO CLASSES. 


NOVEMBER—SECOND SUNDAY 


The Memory Curriculum 
Hymn: ‘‘We Thank Thee Lord for This 
Fair Earth.’’ 

ScRIPTURE: Psalm 23. 

LEADER’s PRAYER. 

Memory Work: 

Review: Hymn, ‘‘We Thank Thee Lord for 
This Fair Earth.’’ 

Who wrote the hymn that we have just sung? 
To what class of hymns does it belong? 
(Prayer hymns.) What kind of prayer does 
the hymn offer? (Thanksgiving.) What are 
the works of beauty for which the hymn gives 
thanks? For what does God care more than for 
the works of nature? 

(Sing the hymn through several times and 
repeat without books.) 

New Work: Psalm 92 (1-5). ‘‘It is a good 
thing to give thanks unto the Lord.’’ 

Praise and thanksgiving have always been a 


part of every true service of worship. After 
84 


NOVEMBER—SECOND SUNDAY — 85 


the Hebrews had returned from their exile in 
Babylon and had once more settled down in 
their own land and rebuilt their great temple, 
they began to arrange services of worship to be 
used in the temple. They collected all the old 
psalms that had been used before the exile and 
those that were written for the dedication of 
the temple and used them in the temple wor- 
ship. To these they added from time to time 
until the collection which we have in our Bible 
was completed. A very elaborate musical 
service came to be a part of the temple worship 
in its later history. Also a large and well or- 
ganized gild of temple musicians was connected 
with the second temple. Many of the last 
psalms that were written speak of the musical 
instruments in vogue at the time. Those used 
in worship were mostly stringed instruments of 
the harp and violin class, the number of strings 
varying from three to twelve. Different kinds 
of woods were used for the framework, but 
the choicest instruments were made of sandal 
wood. The harp and psaltery mentioned in the 
Old Testament were of purely Israelitish origin 
and were the favorite national instruments. 
The others had come in from Egypt, Babylon, 
Assyria, and Greece. 


86 CURRICULUM OF WORSHIP 


(Show or draw pictures on the blackboard of 
some of the musical instruments mentioned in 
the Bible. Show ealso the pictures of Fra 
Angelico’s Angels carrying musical instru- 
ments.) 

One of the psalms written after the time that 
the musical service came into use and mention- 
ing the musical instruments is the 92nd. Let 
us open our Bibles and read Psalm 92, verses 
1-5. 

After the title there is a note which says it 
is a ‘‘Song for the Sabbath Day.’’ This refers 
to its use in the temple. It was sung at the 
sacrifice of the first lamb of the Sabbath burnt- 
offering. This sacrifice is described in the book 
of Numbers. (Ask some pupil to read Num- 
bers 28: 9-10.) 

The psalm suggests that it is not merely a 
duty to give thanks to God for his goodness but 
a joy as well. The psalmist desires that all 
people should praise God and return thanks to 
Him both morning and evening for His loving 
kindness and His faithfulness and for the great 
things that He has done to make glad the hearts 
of His people. 

Music is always an appropriate accompani- 
ment to joy. Soin the third verse the psalmist 


NOVEMBER—SECOND SUNDAY 87 


mentions the particular kind of instruments 
that were used in the temple service to express 
joy. The harp especially was kept for joyful 
occasions. It was never used in times of grief 
or mourning. According to the psalmist of the 
137th psalm, when the Hebrews were in Baby- 
lon in captivity, they did not use their harps but 
hung them on the willow trees by the rivers. 

(Read Psalm 187 (1-2). Show picture, ‘‘By 
the Rivers of Babylon,’’ Copping.) 

The harp is the oldest of the instruments 
mentioned and according to the Hebrew tradi- 
tion was invented by Jubal, the second son of 
Lamech. (Genesis 4:21.) 

The psaltery is mentioned frequently in the 
Old Testament, but not much is known about it 
other than that it was a stringed instrument, a 
species of harp or lyre, probably similar to the 
one upon which David is playing in this pic- 
ture. 

(Show picture, ‘‘A Psalm of David.’’ Tay- 
lor.) 

The instrument of ten strings may have been 
any one of the larger instruments, perhaps a 
harp with ten strings, for most of them had 
only five, as these we see in the pictures, or the 
dulcimer, an instrument which had come from 


88 CURRICULUM OF WORSHIP 


Assyria. This often had ten strings and was 
played with the fingers of the left hand and 
with a little rod of amber or ivory held in the 
right hand. 

Let us read again the first five verses of the 
Psalm keeping always in our minds the music 
with which it was accompanied in the days of 
Israel’s second temple. 

(Read the five verses of the Psalm through 
several times, the last time without looking at 
books.) — 

Memory VERSION: 

It is a good thing to give thanks unto the Lord, 

And to sing praises unto thy name, O Most 
High; 

To show forth thy loving kindness in the morn- 
ing, 

And thy faithfulness every night, 

With an instrument of ten strings, and with the 
psaltery ; 

With a solemn sound upon the harp. 

For Thou Lord hast made me glad through thy 
work: 

I will triumph in the works of thy hands. 

How great are thy works, O Lord! 

Thy thoughts are very deep. 


NOVEMBER—SECOND SUNDAY — 89 


Announcements 
Preparation for Worship 
THEME For SERVICE OF WorsHiP: Peace and 
Prosperity. 

AMERICAN F'uac. 

War brings sorrow, poverty, and despair. 
Peace brings happiness, prosperity, and hope. 
Armistice day meant peace after a dark un- 
happy time, but it took several years before our 
country regained its accustomed prosperity. 
To-day we have both peace and prosperity. As 
we celebrate armistice day, we should remem- 
ber to thank our Heavenly Father for these 
blessings. We will have an armistice day serv- 
ice this morning with ‘‘Peace and Prosperity’’ 
as its theme. 


The Service of Worship 
Piano PRELUDE. 
Openine: (Unison). 
Up to the somber sky 
Rolled one great thankful sigh, 
Rolled one great gladsome cry— 
The soul’s deliverance of a mighty people— 
Thank God for peace. 
The long low hanging war-cloud rolled away, 


90 CURRICULUM OF WORSHIP 


The night glowed brighter than the brightest 
day. 

Hymn: ‘‘For Peace and for Plenty.’’ 

Scriprure: Psalm 122 (6-9), ‘‘Pray for the 

peace of Jerusalem.’’ 

PRAYER: 

Our Father, we thank Thee for peace, which 
means brotherhood and good-will instead of 
hatred and strife. We thank Thee for pros- 
perity, which means comfortable homes and 
happy people instead of poverty and discon- 
tent. Help us always to stand for peace as 
well as for freedom, and to pray that wars 
throughout the world shall cease and that love 
and good-will may reign supreme. AMEN. 

Prayer Hymn: 

God the All-wise! by the fire of Thy chastening, 
Earth shall to freedom and truth be restored, 
Through the thick darkness Thy kingdom is 
hastening: 
Thou wilt give peace in Thy time, O Lord. 
AMEN. 
(Tune, ‘‘Russian Hymn.’’) 
OFFERTORY SERVICE: 
Let your light so shine before men that they 
may see your good works and glorify your 
Father which is in Heaven. 


NOVEMBER—SECOND SUNDAY 91 


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92 CURRICULUM OF WORSHIP 


Hymn: ‘‘These Things Shall Be,—A Loft- 
ier Race.’’ 
RECESSIONAL TO CLASSES. 


NOVEMBER—THIRD SUNDAY 


The Memory Curriculum 
Hymn: ‘‘We Thank Thee, Lord, for This 
Fair Earth.’’ 

Scripture: Psalm 92 (1-5). 

LEADER’s PRAYER. 

Memory Work. 

Review: Psalm 92 (1-5), ‘‘It is a good 
thing to give thanks unto the Lord.’’ 

During what period in Israel’s history was 
the 92nd Psalm written? (In the later period 
when the musical service was a part of the 
temple worship.) What are the names of some 
of the musical instruments mentioned in the 
Olid Testament? What were those of purely 
Israelitish origin used most frequently in the 
temple worship? (The harp and psaltery.) 
Tell me something about the different instru- 
ments as you remember them from the pictures 
and our talk of last week. What are the in- 
struments mentioned in our Psalm? (Read 
the verses of the psalm again and repeat with- 


out books.) 
93 


94 CURRICULUM OF WORSHIP 


New Worx: Hymn, ‘‘The God of Abra- 
ham Praise.’’ 

The Hebrews have been a music-loving peo- 
ple since the days of Abraham. The hills of 
Judah often resounded with the songs of the 
shepherds and the melodies from their pipes 
and other crude instruments made by their own 
hands. We have been talking about the musi- 
cal instruments used in worship and the psalms 
which they sang in their services. We wish 
that we might know some of their melodies 
also, but none of the most ancient of these have 
come down to us. Some very old ones, how- 
ever, are sung in the Jewish synagogues. We 
have a Christian hymn set to one of these old 
Hebrew tunes. It was written by Thomas 
Olivers, a friend of John and Charles Wesley. 
As a young man he helped the Wesleys in 
setting type for their publications, but !ater 
he became like them a preacher and hymn- 
writer. 

One night he attended a service in a Jewish 
synagogue in the City of London, where he 
heard the great singer Leoni sing an old He- 
brew melody. The stately, solemn tune so at- 
tracted him that he was impelled to write a 
hymn in praise of the God of Abraham, the 


NOVEMBER—THIRD SUNDAY 95 


father of the Hebrew people, whose God Je- 
hovah is our God too. 

The name of the hymn which Mr. Olivers 
wrote is ‘‘The God of Abraham Praise.’’ The 
tune has come to be known as ‘‘ Leoni’’ in honor 
of the man whose singing inspired its writing. 

Let us open our books and read the first two 
verses of the hymn, for these are the ones that 
we shall learn. 

The words of this hymn are very similar to 
the old Hebrew ‘‘Yigdal’’ or doxology. The 
thought is simply that Abraham’s God is the 
God of all the ages and our God to-day. He 
is a God of love, and we should praise Him and 
hold His name sacred, putting aside fame and 
power for His sake. 

Let us now listen to the tune. (Have the 
tune played several times allowing the children 
to hum it softly until wt becomes familiar. 
Then have them sing the hymn several times 
and repeat with as little assistance from the 
books as possible. If the hymn 1s not in the 
hymn-books used, it may be type-written on 
cards or written on the blackboard.) 

MeEmory VERSION: 

The God of Abraham praise, 
Who reigns enthroned above; 


96 CURRICULUM OF WORSHIP. 


Ancient of everlasting days, 
And God of love; 
Jehovah great I AM, 
By earth and heaven confessed; 
I bow, and bless the sacred name, 
Forever blest. 


The God of Abraham praise, 

At Whose supreme command 
_ From earth I rise, and seek the joys 

At His right hand: 

I all on earth forsake, 
Its wisdom, fame and power; 

And Him my only portion make; 
My shield and tower. 


Announcements 
Preparation for Worship 

THEME FoR Service or WorsHip: World 
Brotherhood. 

PicrurE: Missionary poster showing groups 
of Christians assembled for worship in dif- 
ferent foreign countries. 

More and more people of foreign lands are 

coming to worship our God. This makes us all 
the children of one Father and members of one 


NOVEMBER—THIRD SUNDAY = 97 


great family. We should feel these ties of 
brotherhood and not think of ourselves as of a 
superior race but as of one blood with a com- 
mon interest, the bringing in of God’s kingdom 
on the earth. The thought for our Worship 
Service to-day will be ‘‘ World Brotherhood.’’ 


The Service of Worship 
Piano PRELUDE. 
OPENING: 
There is a destiny that makes us brothers, 
None goes his way alone: 
All that we send into the lives of others 
Comes back into our own. 
(Edwin Markham.) 
Hymn: ‘‘O Brother Man, Fold to Thy 
Heart Thy Brother.’’ 
Scripture: Psalm 67, ‘‘Let all the peoples 
praise thee.’’ 
PRAYER: 
Made of one blood with all on earth who dwell, 
Born brothers of the near and far as well, 
The children of one sacred Fatherhood, 
And common heirs of universal good,— 
Grant us, who bow O Lord before Thy sov- 
ereign face, 


98 CURRICULUM OF WORSHIP 


To learn with Thee to love our world encircling 
race. AMEN, 
(Nolan R. Best. Copyright, 1909, 
by The Century Co.) 
Prayer Hymn: 
Our Father! Thy dear name doth show 
The greatness of Thy love; 
All are Thy children here below 
As in Thy heaven above. 
One family on earth are we, 
Throughout its widest span: 
O help us everywhere to see 
The Brotherhood of Man. Amen. 
(Tune, ‘‘Materna.’’ From ‘‘Songs 
of the Christian Life,’’ published 
by Charles E. Merrill Company.) 

OFFERTORY SERVICE: 

Our Father, we offer our gifts in the spirit of 
Christian brotherhood. May they help in 
spreading the gospel of love and good-will to 
all mankind. 

OrFrertory—Music. 

RESPONSE: 

All things come of Thee, O Lord, 
And of Thine own have we given Thee. Amen. 
(For music see page 59.) 


NOVEMBER—THIRD SUNDAY 99 


Hymn: ‘‘O Zion Haste, Thy Mission High 
Fulfilling.’’ 
RECESSIONAL TO CLASSES, 


NOVEMBER—FOURTH SUNDAY 


The Memory Curriculum 

Hymn: ‘‘The God of Abraham Praise.’’ 

ScrIpPTURE: Psalm 92 (1-5). 

LEADER’S PRAYER. 

Memory Work: 

Review: Hymn, ‘‘The God of Abraham 
Praise.”’ 

Who wrote the hymn that we have just sung? 
Where did the author first hear the tune? 
Where did the tune get its name? What are 
the main thoughts of the hymn? (Sing the 
first two verses of the hymn through several 
times and repeat without books.) 

New Work: Scripture, Psalm 24 (1-5), 
‘“‘The earth is the Lord’s and the fulness 
thereof.’’ 

The singing of hymns is always a part of the 
celebration of any great national occasion. 
Sometimes songs are written especially for the 
great day. As in our time, so it was in the 
early days of Israel’s history. The psalmists 


wrote their hymns of praise for every great oc- 
100 


NOVEMBER—FOURTH SUNDAY 101 


casion. Many psalms were written for the 
dedication of Israel’s second temple; still oth- 
ers celebrated the rebuilding of the walls of 
Jerusalem. 

(Show picture: ‘‘David,’’ Michelangelo.) 

Here is a picture of Israel’s greatest king. 
Who is he? David had lived a varied and in- 
teresting life. He had been a shepherd boy and 
had killed wild beasts. He was a musician and 
had played his lyre to entertain King Saul. 
He had been a soldier and won many victories. 
At last he became king. According to the Bible 
story he had taken the stronghold of Zion to be 
his capital. This was the City of Jerusalem. 
(But David had not won the city in his own 
strength nor for his own glory. It was hence- 
forth to be the city of Jehovah and the dwell- 
ing-place of the ark which was the symbol of 
His presence. 

The ark was in the house of Abinadab when 
David decided to bring it to Jerusalem. It 
was placed in a new cart for the journey, and a 
great procession of the people of Israel went 
before it playing on all kinds of musical in- 
struments of the day. They played on stringed 
instruments like the harp and psaltery, and 
they also had timbrels, cymbals, and castanets. 


102 CURRICULUM OF WORSHIP 


Owing to an unfortunate accident that oc- 
curred on the way, David thought it unwise to 
earry the ark farther at that time. So it was 
taken to the house of Obed-edom. Three 
months later the journey to Jerusalem was 
completed, and amid much rejoicing the ark was 
carried through the ancient gates of the city 
and set up in its place in the tent which David 
had prepared for it. 

In our Bibles we have a Psalm which tells 
us about this hill of Jehovah and who may en- 
ter the holy place. Let us open our Bibles to 
the 24th Psalm. This is a very old Psalm. 
Some scholars think that at least the last part 
of it which begins, ‘‘Lift up your heads, O ye 
gates,’’ was sung by the procession bearing the 
ark into the city in the time of King David, for 
Jehovah had been to the people of Israel at that 
time a King of Glory. They had carried into 
battle the ark, which to them symbolized His 
presence, and they had been victorious. 

As we have it in our Bibles, the Psalm be- 
eame a part of the liturgy of the temple be- 
cause it was so well suited to worship and to 
the musical service of the temple. We will 
consider it as two Psalms brought together into 


NOVEMBER—FOURTH SUNDAY 103 


one for purposes of temple worship. Let us 
read the first part, verses 1-5, for these are the 
verses that we shall learn. 

The thought of the Psalm is that although 
Jerusalem was chosen to be the holy place of 
Jehovah, His presence and His loving care are 
not limited toit. He is the creator of the whole 
world which belongs to Him. Any one who has 
a pure heart, whose hands are clean of wrong- 
doing, and whose life is free from falsehood 
and deceit may come into the presence of Je- 
hovah and receive His blessing. 

(Read the verses through several times. Di- 
vide the class into groups. Have Group I read 
the introduction, verses 1-2, Group II the ques- 
tion, verse 3, and Group III the answer, verses 
4-5. Reverse the order of reading, and finally 
have the whole class repeat without books.) 

Memory VERSION: 

The earth is the Lord’s and the fulness thereof ; 
The world and they that dwell therein. 

For he hath founded it upon the seas, 

And established it upon the floods. 


Who shall ascend into the hill of the Lord? 
And who shall stand in his holy place, 


104 CURRICULUM OF WORSHIP 


He that hath clean hands, and a pure heart; 

Who hath not lifted up his soul unto falsehood, 

And hath not sworn deceitfully. 

He shall receive a blessing from the Lord, 

And righteousness from the God of his salva- 
tion. 


Announcements 
Preparation for Worship 
THEME FOR SERVIcE oF WorsHip: God’s 
Love and Care. 

Picture: ‘‘The First Thanksgiving,’’ Tay- 

lor. 

Always at Thanksgiving time our thoughts 
go back to its first celebration. The pilgrims 
had come bravely through a period of hardest 
suffering. At last an abundant crop had saved 
them from another year of want. They re- 
membered that it was God who provided the 
harvest and that because of His love and care 
their little colony was saved. Before they be- 
gan their Thanksgiving feast they returned 
thanks to God for His care over them. 

We must not forget this Thanksgiving time 
that it is owing to God’s love and care that we 
have many of our comforts to-day. We will 


NOVEMBER—FOURTH SUNDAY 105 


think of this in our Service of Worship this 
morning. 


The Service of Worship 
Piano PRELUDE. 
Opentne: (Unison). 
Now thank we all our God, 
With hearts and hands and voices, 
Who wondrous things hath done, 
In whom His world rejoices, 
Who, from our mothers’ arms, 
Hath blessed us on our way, 
With countless gifts of love, 
And still is ours to-day. 
Hymn: ‘‘We Thank Thee Lord for This 
Fair Earth.’’ 

ScriprurE: Psalm 100, ‘‘Make a joyful 

noise unto the Lord all ye lands.”’ 

Response: ‘‘Praise God from Whom All 

Blessings Flow.’’ 

PRAYER; 

Our Father, we praise Thee to-day because 
of Thy goodness. Thou hast made the earth 
with all its beauties. Thou hast sent the rain 
and the sunshine year after year so that our 
country is blessed with abundance and we are 


106 CURRICULUM OF WORSHIP 


living in comfort and freedom from want. 
Thou hast given us Thy love at all times. We 
do truly thank Thee for all Thy care over us. 
May we show our gratitude to Thee in lov- 
ing deeds of service to our fellow-men and in 
following more closely Jesus, our Saviour. 
AMEN, 
Prayer Hymn: 
We thank Thee, then, O Father, 
For all things bright and good, 
The seed-time and the harvest, 
Our life, our health, our food. 
No gifts have we to offer 
For all Thy love imparts, 
But that which Thou desirest, 
Our humble, thankful hearts. AMEN. 
(Tune, ‘‘Dresden.’’) 

OFFERTORY SERVICE: 

All the tithe of the land, whether of the seed 
of the land or the fruit of the tree is the Lord’s. 
It is holy unto the Lord. Of all that Thou 
shalt give us, we will give the tenth to Thee. 

Orrertory—Mvsic. 

RESPONSE: 

Lord of all creation, 
Now before Thy throne, 
We Thy people bring Thee, 


NOVEMBER—FOURTH SUNDAY § 107 


Gifts that are Thine own. AMEN. 
(For music see page 73.) 
Hymn: ‘‘Now Sing We a Song for the 
Harvest.’’ 
RECESSIONAL TO CLASSES, 


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DECEMBER 
THE MEMORY CURRICULUM 


First Sunpay: Hymn, ‘‘While Shepherds 
Watched Their Flocks by Night.’’ 

Seconp Sunpay: Scripture, Matthew 2 (1-6), 
‘‘And thou Bethlehem, land of Judah, art in 
no wise least among the princes of Judah.”’ 

Tuirp Sunpay: Hymn, ‘‘In the Field with 
Their Flocks Abiding.’’ 

Fourth Sunpay: Scripture, Luke 2 (29-32), 
‘‘Now lettest thou thy servant depart in 
peace.’’ (Nunc dimittis.) 


THE SERVICE OF WORSHIP 


Theme for the Month: The Christmas Mes- 
sage. 

First Sunpay: The Message of Hope. 

Seconp Sunpay: The Message of Faith. 

Tuirp Sunday: The Message of Love. 

FourrH Sunpay: The Message of Good-will. 
(If Christmas comes in the fourth week, the 

order of the last two services should be re- 

versed.) 


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DECEMBER—FIRST SUNDAY 


The Memory Curriculum 
Hymn: ‘‘While Shepherds Watched Their 
Flocks by Night.’’ 

ScrIptuRE: Psalm 23. 

LEADER’s PRAYER. 

Memory Work: 

Hymn, ‘‘While Shepherds Watched Their 
Flocks by Night.’’ 

All this month we shall be thinking of Christ- 
mas. We shall read the Christmas story many 
times and sing the old, familiar carols and 
hymns over and over again. Hach year we 
learn a few new ones. It is good to memorize 
these hymns, for they help to keep the Christ- 
mas story always in our minds. 

The hymn, ‘‘While Shepherds Watched 
Their Flocks by Night,’’ was written by Nahum 
Tate, the son of an Irish clergyman. He was 
born in Dublin in the year 1652. He was a 


friend of the poet Dryden and was himself a 
111 


112 CURRICULUM OF WORSHIP 


poet of some ability. He was appointed Poet 
Laureate of England by King William ITI, a 
post held later by Tennyson with whom we are 
all familiar. Nahum Tate was also an officer 
of the Royal Mint in London and held that posi- 
tion when he died in 1715. 

For a century and a half before the birth of 
Tate the English churches had been singing a 
version of the Psalms by Sternhold and Hop- 
kins. It was a very poor version. Mr. Tate 
saw how inferior it was, and with his friend, 
Dr. Nicholas Brady, another Irishman, wrote a 
new version. This immediately won the King’s 
favor and became popular. It was finally 
adopted by the churches and published in 1696 
as the ‘‘New Version.’’ This version con- 
tained hymns written by both men. They were 
not signed. So the hymns written by Mr. Tate 
cannot be distinguished from those of Dr. 
Brady. They are always referred to as being 
by ‘‘Tate and Brady.’’ In 1703, however, Mr. 
Tate published a supplement, which was en- 
tirely his own. In this appeared the hymn, 
‘*While Shepherds Watched Their Flocks by 
Night.’’ It is from this supplement that we 
know that Nahum Tate was the author of our 
hymn. 


DECEMBER—FIRST SUNDAY § 1138 


In arranging the Psalms for singing it was 
the aim of the writer to follow the Scriptural 
words as closely as possible. Indeed, in the 
earlier days it was considered wrong to change 
them at all. So in the hymn, ‘‘While Shep- 
herds Watched Their Flocks,’’ Mr. Tate kept 
very close to the story of the shepherds and 
angels as it is told in the Bible. 

Let us open our hymn-books to the hymn. 
Also let us open our Bibles to Luke 2 (8-14) 
and compare the two accounts. 

(Show picture, ‘“The Announcement to the 
Shepherds,’’ Plockhorst.) 

We will also have the picture of ‘‘The An- 
nouncement to the Shepherds”’ in front of us 
and note how closely the artist Plockhorst has 
followed the Bible story. 

Let us read together the first verse of the 
hymn. To what verses in the Bible does this 
correspond? (Verses 8 and 9.) 

Let us read these verses together. Let us 
now look at the picture. Does the artist tell us 
all the facts contained in the story? 

(Continue the comparison of each verse of 
the hymn with the Bible verses. 

Verse 2 of the hymn compares with verse 10 
of Scripture passage. 


114 CURRICULUM OF WORSHIP 


Verse 3 of the hymn compares with verse 11- 
12° of Scripture passage. 

Verse 4 of the hymn compares with verse 12” 
of Scripture passage. 

Verse 5 of the hymn compares with verse 13 
of Scripture passage. 

Verse 6 of the hymn compares with verse 14 
of Scripture passage.) 

From this comparison we can see that if 
_ we learn the words of the hymn, we shall know 
the story which the Bible tells us, for the two 
accounts are almost identical. The artist also 
has told the story well. We can even see the 
fear on the faces of the shepherds and imagine 
the angel saying to them, ‘‘Be not afraid, for 
behold I bring you good tidings of great joy.’’ 

The hymn was first sung in America to the 
tune ‘‘Sherburne’’ written by Daniel Read, a 
native of Massachusetts, but later the tune 
‘‘Christmas’’ was substituted. We shall sing 
it to that tune. 

(Sing the hymn through. Ask one or two of 
the children to tell the story in their own words. 
Read the hymn through together. Then ask 
several children to tell the story using as much 
of the hymn language as possible. Sing the 
hymn again and repeat without books.) 


DECEMBER—FIRST SUNDAY 115 


Memory VERSION: 

While shepherds watched their flocks by night, 
Ali seated on the ground, 

The angel of the Lord came down 
And glory shone around. 


‘‘Mear not,’’ said he, for mighty dread 
Had seized their troubled mind; 
‘‘Glad tidings of great joy I bring, 
To you, and all mankind.’’ 


‘<To you in David’s town this day, 
Is born of David’s line, 

A Saviour, who is Christ the Lord; 
And this shall be the sign. 


The heavenly babe you there shall find 
To human view displayed, 

All meanly wrapped in swathing bands, 
And in a manger laid.’’ 


Thus spake the seraph, and forthwith 
Appeared a shining throng 

Of angels, praising God on high 
Who thus addressed their song. 


‘* All glory be to God on high, 


116 CURRICULUM OF WORSHIP 


And to the earth be peace; 
Good-will henceforth from heaven to men, 
Begin and never cease.”’ 


Announcements 
Preparation for Worship 

THEME FOR WorsuHip Service: The Message 

of Hope. 

Pictures: ‘‘God’s Promise to Mary,’’ 

Hacker. 

The ancient Scriptures contained a promise 
that some day to one of David’s line a child 
should be born who would save Israel. The 
people of Israel had been looking forward to 
that time with hope in their hearts. Mary, like 
the rest of her people, knew the promise well. 
She never once, however, thought of herself as 
the means of the fulfilment of that promise. 
She was a poor peasant girl but she belonged to 
the royal line of David. An angel appeared to 
her and told her the wonderful news that she 
was to be the mother of the one who was to be 
the hope of her people. 

The picture shows the angel whispering his 
message to her. In our Service of Worship 
this morning we shall think about this message 


DECEMBER—FIRST SUNDAY 117 


of hope and together read Mary’s song of 
praise. 


The Service of Worship 

Piano PRELUDE. 

OpENING: (Unison) 

The people that walked in darkness have seen 
a great light. 

They that dwell in the shadow of death, 

Upon them hath the light shined. 

Hymn: ‘‘Watchman, Tell Us of the Night.’’ 

Scripture: Luke 1 (46-55), Mary’s Song 

of Praise. 

PRAYER: 

O Light of those who sit in darkness, Day- 
star of our peace and hope, shine with pure 
light upon our grateful hearts at this Christ- 
mas tide. Son of the Living God and Son of 
Man, Thou art our elder brother, our eternal 
hope and our abiding joy, the Saviour of Thy 
people from their sins. In faith we come to 
worship with the shepherds at Thy feet. 

AMEN. 
(From ‘‘Worship and _  Song.’’ 
Used by permission of The Pilgrim 
Press.) 


118 CURRICULUM OF WORSHIP 


Prayer Hymn: 
Thou didst leave Thy throne 
And Thy kingly crown, 
When Thou camest to earth for me; 
But in Bethlehem’s home 
Was there found no room, 
For Thy holy nativity: 
O come to my heart Lord Jesus, 
There is room in my heart for Thee. Amegn, 
(‘‘Hymnal for American Youth.’’) 
OFFERTORY SERVICE: 
Whatsoever ye would that men should do 
unto you, do ye even so to them. 
Orrertory—Music. 
RESPONSE: 
We give Thee but Thine own 
Whate’er the gift may be, 
All that we have is Thine alone, 
A trust O Lord from Thee. Amen. 
(For music see page 64.) 
Hymn: ‘‘Hail to the Lord’s Anointed.”’ 
RECESSIONAL TO CLASSES. 


DECEMBER—SECOND SUNDAY 


~The Memory Curriculum 
Hymn: ‘‘While Shepherds Watched Their 
Flocks by Night.’’ 

ScriprurE: Psalm 95 (1-5). 

LEADER’s PRAYER. 

Memory Work: 

Review: Hymn, ‘‘ While Shepherds Watched 
Their Flocks by Night.’’ 

Who wrote the hymn that we have just sung? 
What was the nationality of the writer? What 
position did he hold in England? How did he 
come to be famous as a hymn-writer? (By his 
new version of the Psalms.) Who helped him 
in this work? Where else do we find the story 
told by the hymn? (Luke 2: 8-14.) (Ques- 
tion the children concerning the facts narrated 
in the hymn. Sing the hymn agam and re- 
peat without books.) 

New Work: Scripture, Matthew 2 (1-6), 
‘“And thou Bethlehem, land of Judah, art in 


no wise least among the princes of Judah.’’ 
119 


120 CURRICULUM OF WORSHIP 


(Show picture, ‘‘Bethlehem,’’ Wilde Buble 
Pictures.) 

There are two Bethlehems, one in Galilee and 
one in Judea or Judah as it was known in Old 
Testament times. This latter Bethlehem is fa- 
mous first because of its connection with the 
story of Ruth and later as the birthplace of 
David, Israel’s greatest king. 

It has become sacred as the birthplace of 
Jesus, and many people visit its holy places 
each year. The first pilgrims to Bethlehem 
were the Wise Men from the East. We do not 
know how many there were although they are 
often spoken of as ‘‘The Three Wise Men,’’ 
and most of our pictures show only three. The 
idea that there were three grew out of the fact 
that three kinds of gifts are mentioned in the 
story as having been brought to Christ by them. 
Neither do we know from what part of the 
East they came nor whether they came from 
different countries or all from the same coun- 
try. Perhaps they came from Babylon, which 
had long been the home of culture and whose 
people made a study of the stars. 

(Show picture, *‘The Three Wise Men,’’ 
Taylor.) 

The Wise Men or Magi, for they are some- 


DECEMBER—SECOND SUNDAY 121 


times called by the Latin term, had seen a new 
star in the sky and had interpreted it to mean 
the birth of the deliverer of the world, for oth- 
ers besides the Jews were looking for a deliv- 
erer. They followed the star to Jerusalem, 
where they inquired of everyone that they met, 
‘‘Where is he that is born King of the Jews?’’ 
Herod the Great was king of the Jews at this 

time, and when he heard of the men who had 
come inquiring for a new king of the Jews, he 
was much worried. He thought that it meant 
the loss of his kingdom. He began immedi- 
ately to make plans to destroy the young child. 
He sent for the chief priests of the realm to in- 
quire of them as to the place where according 
to the Scriptures the child was to be born. He 
sought this information partly for his own sat- 
isfaction and partly to deceive the Wise Men 
by his apparent interest. The priests told him 
that the place was Bethlehem in Judea and 
that the prophet Micah had written: 
‘‘And thou Bethlehem, land of Judah, art in no 

wise least among the princes of Judah; 
For out of thee shall come forth a gover- 

nor, who shall be shepherd of my people 

Israel.’’ 

Upon this information Herod sent the Wise 


122 CURRICULUM OF WORSHIP 


Men to Bethlehem and told them to seek out the 
young child, and then to return to him with the 
word, that he, too, might go and worship the 
new king. Herod might have deceived the 
Wise Men, for he appeared to be very sincere, 
but God warned them in a dream not to return 
to Herod. So they returned to their own coun- 
try by another route. 

Let us open our Bibles to the story, Matthew 
2 (1-6), and read it together. 

Let us read again the ancient prophecy as it 
was quoted to Herod by the priests, verse 6. 

Now let us turn to Micah 5:2 and read it for 
ourselves. 

(Read the passage through several tues. 
Drill especially on verse 6, and repeat this verse 
finally without books.) 

Memory VERSION: 

Now when Jesus was born in Bethlehem of 
Judea in the days of Herod the king, behold, 
Wise Men from the east came to Jerusalem, 
saying, Where is he that is born King of the 
Jews? for we saw his star in the east, and are 
come to worship him. And when Herod the 
king heard it, he was troubled, and all Jeru- 
salem with him. And gathering together all 


DECEMBER—SECOND SUNDAY = 123 


the chief priests and scribes of the people, he 
inquired of them where the Christ should be 
born. And they said unto him, In Bethlehem 
of Judea: for thus it is written through the 
prophet, 
And thou Bethlehem, land of Judah, 
Art in no wise least among the princes of 
Judah: 
For out of thee shall come forth a governor, 
Who shall be shepherd of my people Israel. 


Announcements 
Preparation for Worship 

THEME FOR SERVICR OF WorsHip: The Mes- 

sage of Faith. 

Picture: ‘‘The Wise Men from the Hast,’’ 

Leinweber. 

God had promised a deliverer to the world. 
The Wise Men had faith in the promise. When 
the star appeared, they believed that the prom- 
ise was fulfilled and followed the star without 
fear. They knew that it would guide them to 
the right place. We have just learned about 
their journey to Jerusalem and the promise set 
forth in the ancient scriptures. In our Serv- 
ice of Worship we will read the rest of the 


124 CURRICULUM OF WORSHIP 


story and discover what the Magi found in 
Bethlehem as the reward for their faith. 


The Service of Worship 

Piano PRELUDE. 

Openine: (Unison) 

We would see Jesus, lo! His star is shining 

Above the stable while the angels sing; 
There in a manger on the hay reclining, 

Haste, let us lay our gifts before the King. 

Hymn: ‘‘We Three Kings of Orient Are.’’ 

Scripture: Matthew 2 (1-12), The Visit 

of the Wise Men. 

PRAYER: 

Our Father, we thank Thee for the faith that 
the people of old had in their Scriptures. We 
thank Thee for the men and women down 
through the ages who have had a firm and 
steadfast faith in God, and for the faith that 
is in the world to-day because of their teaching 
and example. As the Wise Men of old believed 
Thy promises and found Christ thereby, may 
we, too, find Him and accept Him as Thy Son, 
our Saviour. AMEN, 

Prayer Hymn: 

O, Child of lowly manger birth 

On whose low ery the ages wait, 


DECEMBER—SECOND SUNDAY = 125 


Lead us Thy way, and every day 
Guide us to see what made Thee great. 
AMEN. 
(‘‘Hymnal for American Youth.’’) 

OFFERTORY SERVICE: 

Even as the Wise Men of old brought their 
gifts to Jesus, their new-born King, so do we, 
our Father, bring our gifts of love unto Thee. 
Wit Thou use them this Christmas-tide to 
speed the gospel of peace on earth, good-will to 
men in Jesus’ name? AMEN. 

Orrertory—Music. 

RESPONSE: 

As they offered gifts most rare, 
At that manger rude and bare, 

So may we with holy joy, 
Pure and free from sin’s alloy, 

All our costhest treasures bring, 
Christ, to Thee, our Heavenly King. Amen. 

CPT es Dixon G) 

Hymn: ‘‘There’s a Beautiful Star.’’ 
RECESSIONAL TO CLASSES. 


DECEMBER——-THIRD SUNDAY 


The Memory Curriculum 
Hymn: ‘‘While Shepherds Watched Their 
Flocks by Night.’’ 

Scripture: Matthew 2 (1-6). 

LEADER’sS PRAYER. 

Memory Work: 

Review: Scripture, Matthew 2(1-6), ‘‘And 
thou Bethlehem, land of Judah.”’ 

Where on their journey did the Wise Men 
stop to make inquiries concerning Jesus? 
What words did they use which caused Herod 
to be troubled? ‘To whom did Herod turn for 
information? How did the high priests know 
where Jesus should be born? From what book 
of prophecy did they quote the words concern- 
ing Bethlehem as the birthplace of Jesus? 
(Read the passage through again, and repeat 
verse 6 without the books.) 

New Work: Hymn, ‘‘In the Field with 
Their Flocks Abiding.’’ 

(Show picture, ‘The Shepherds of Bethle- 
hem,’’ Copping.) 

126 


DECEMBER—THIRD SUNDAY = 127 


The song which we sang in opening and which 
we have been learning this month tells but part 
of the story of the shepherds of Bethlehem. 
We found when we compared it with the Bible 
story that the language of the two is almost 
identical. We have another hymn about the 
shepherds which tells the whole story and | 
which, while it tells the story correctly, is ex- 
pressed in the author’s own words and con- 
tains much of the author’s own imagination and 
fancy. This hymn is called ‘‘In the Field 
with Their Flocks Abiding.’’ It continues the 
story of the shepherds through their visit to 
the manger to see the Christ-child. The author 
says that the mother smiled over the rude 
cradle, while the shepherds gazed on the Holy 
Child. 

(Show picture, ‘‘The Visit of the Shep- 
herds,’’ Bouguereau.) 

It is a beautiful poem written by a famous 
man, Frederic William Farrar. The author 
was born in Bombay in the year 1831, where his 
father was then a chaplain of the Church Mis- 
sionary Society. When he was three years old, 
he was sent home to England with his brother 
Henry and placed in the care of his two aunts. 
Later his parents also returned to England, and 


128 CURRICULUM OF WORSHIP 


the family was reunited. He graduated from 
both King’s College, London, and Trinity Col- 
lege, Cambridge. He was first a teacher but 
later became a clergyman of the Church of Eng- 
land. He held some very high positions in the 
church. He was first Canon of Westminster 
Abbey, then Archdeacon, and finally became 
Dean of Canterbury Cathedral. He also served 
during his life as preacher of the University of 
Cambridge, Chaplain of the House of Com- 
mons, and Chaplain to Queen Victoria. He 
visited our country in the year 1885 and lec- 
tured in some of our large cities. 

He was always very fond of books and in his 
boyhood memorized a great deal of poetry. 
He wrote both prose and poetry. He always 
liked children and wrote several stories for 
boys. We have only a few hymns from his 
pen, but they are all beautiful. Perhaps the 
finest of all is his Christmas hymn. 

Let us open our books to the hymn, ‘‘In the 
Field with Their Flocks Abiding,’’ and read it 
together. (Ask several children to describe in 
the words of the hymn the scene on the hill- 
side. Read again the first two verses. Then 
ask several children to describe the scene in the 
stable. Read the third verse. Sing the hymn 


DECEMBER—THIRD SUNDAY 129 


several times, and repeat looking at books when 
NECESSATY.) 
MermMory VERSION: 
In the field with their flocks abiding, 
They lay on the dewy ground; 
And glimmering under the starlight, 
The sheep lay white around, 
When the light of the Lord streamed o’er them, 
And lo, from the heaven above, 
An angel leaned from the glory 
And sang his song of love: 
He sang, that first sweet Christmas, 
The song that shall never cease, 
Glory to God in the highest, 
On earth, good will and peace. 


‘“To you in the city of David, 
A Saviour is born to-day!’’ 

And suddenly a host of the heavenly ones 
Flashed forth to join the lay. 

O never hath sweeter message, 
Thrilled home to the souls of men, 

And the heavens themselves had never heard 
A gladder choir till then— 

For they sang that Christmas carol, 
That never on earth shall cease, 

Glory to God in the highest, 


130 CURRICULUM OF WORSHIP 


On earth, good will and peace. 


And the shepherds came to the manger, 
And gazed on the Holy Child, 
And calmly o’er that rude cradle 
The Virgin mother smiled; 
And the sky, in the starlit silence, 
Seemed full of the angel lay, 
‘To you in the city of David 
A Saviour is born to-day!’’ 
O they sang—and I ween that never 
The carol on earth shall cease, 
Glory to God in the highest, 
On earth, good will and peace. 


Announcements 
Preparation for Worship 

THEME FOR SERVICE oF WorsHip: The Mes- 

sage of Love. 

Picture: ‘‘Madonna and Child.’’ 

The Christmas spirit is the spirit of love. 
It was because of God’s love for us that He 
sent us His Son. In memory of His gift to us 
we give to those we love at Christmas-time. 
Love is in the atmosphere as at no other time. 
Because it is the birthday of One who loved 
all mankind, we should also try to do some- 


DECEMBER—THIRD SUNDAY 131 


thing to make Christmas a happy time for those 
who might otherwise be sad. The Message 
of Love will be the theme for our Christmas 
Service of Worship. 


The Service of Worship 

PIANO PRELUDE. 

OPENING SENTENCE: 

For God so loved the world that he gave His 
only begotten Son that whosoever believeth in 
him should not perish, but have everlasting 
life. 

Thanks be unto God for his unspeakable gift. 

Hymn: 

He has come, the Christ of God, 
Left for us His glad abode; 
Stooping from His throne of bliss, 
To this darksome wilderness. 
He has come, the Prince of Peace; 
Come to bid our sorrows cease; 
Come to scatter with His light, 
All the shadows of our night; 
Come to seatter with His light, 
All the shadows of our night. 


Unto us a child is born; 
Ne’er has earth beheld a morn, 


132 CURRICULUM OF WORSHIP 


Out of all the morn of time, 
Half so glorious in its prime. 
Unto us a Son is given; 
He has come from God’s own Heaven, 
Bringing with Him from above, 
Holy peace and holy love. 
Bringing with Him from above, 
Holy peace and holy love. 
(Horatius Bonar. Tune ‘‘Mendelsohn.’’) 

Scrreture: Isaiah 9 (6-7), ‘‘For unto us a 

child is born.’’ 

PRAYER: 

Our Father, we thank Thee for Christmas 
with its message of love. Most of all do we 
thank Thee for Thy great love to us which gave 
us Jesus and for His life of loving service to 
mankind. May we do something this Christ- 
mas-time to show our gratitude to Thee. May 
we think less about ourselves and more of oth- 
ers as Jesus did. We would follow His teach- 
ing and example always remembering the great 
commandments which He left to us: thou shalt 
love the Lord thy God with all thy heart and 
with all thy soul and with all thy mind and thy 
neighbor as thyself. AmeEN. 

Prayer Hymn: 

O holy child of Bethlehem, 


DECEMBER—THIRD SUNDAY = 1383 


Descend to us we pray; 

Cast out our sin and enter in, 
Be born in us to-day. 

We hear the Christmas angels, 
The great glad tidings tell; 

O come to us, abide with us, 
Our Lord, Emmanuel. AMEN. 

OFFERTORY SERVICE: 

Let your light so shine before men that they 
may see your good works and glorify your 
Father which is in heaven. 

OFrFrERTORY—M vsic. 

RESPONSE: 

Of Thine own we offer, 
Of Thy gifts we give, 
Unto Thee, O Father, 
In whose life all live. Amemn. 
(For music see page 73.) 
Hymn: O Come All Ye Faithful. 
RECESSIONAL TO CLASSES. 


DECEMBER-—FOURTH SUNDAY 


The Memory Curriculum 
Hymn: ‘‘In the Field with Their Flocks 
Abiding.’’ 

ScrrpturE: Matthew 2: (6). 

LEADER’s PRAYER. 

Memory Work: 

Review: Hymn, ‘‘In the Field with Their 
Flocks Abiding.’’ 

Who wrote the hymn that we have just sung? 
What two scenes does it describe? (The shep- 
herds on the hillside and the shepherds at the 
manger.) How does this hymn differ from the 
one by Nahum Tate, ‘‘While Shepherds 
Watched Their Flocks’’? (The author uses 
more of his own words and imagination to tell 
the story while the other writer uses the Bible 
language.) (Sing hymn through several times, 
and repeat using books only for occasional 
reference.) 

New Work: Scripture, Luke 2 (29-32), 
‘‘Now lettest thou thy servant depart in 
peace.’’ (Nunc dimittis.) 

134 


DECEMBER—FOURTH SUNDAY = 1385 


(Show picture, ‘‘Presentation,’’ Carpaccio.) 

We have but a few stories of Jesus’ baby- 
hood and youth. For this reason we should be 
familiar with all of them. After the story of 
the shepherds’ visit to the manger we next hear 
of Jesus being taken up to Jerusalem to the 
temple to be presented to the Lord. This was 
done in accordance with an old Hebrew law 
which said that the first-born son should be 
counted holy unto the Lord and that upon the 
presentation before Jehovah a sacrifice of two 
young pigeons should be offered. 

There came to the temple on the day of Jesus’ 
presentation an old man named Simeon. Sim- 
eon had lived a life very close to God, and God 
had promised him that he should not die until 
he had seen Christ the Lord. Simeon was one 
of those devout Jews who had long been waiting 
for the coming of the Messiah. Now the event 
which he had hoped and prayed for had oc- 
curred. He was very happy, and when the par- 
ents brought the baby Jesus into the temple, 
Simeon took Him into his arms and blessed God 
in words that showed such a depth of gratitude 
and praise that they came to be used in the wor- 
ship of the Christian church under the name of 
the ‘‘Nune dimittis.’”’? We know this hymn of 


136 CURRICULUM OF WORSHIP 


praise was used as far back as the fifth cen- 
tury. It has a place beside the ‘‘Magnificat’’ 
and the ‘‘Benedictus.’’ The ‘‘Magnificat’’ was 
Mary’s song of praise in response to the news 
that the angel brought that she was to be the 
mother of the Saviour of the world, and the 
‘‘Benedictus’’ was the prophecy of Zacharias 
that the promised Redeemer had come to 
Israel. Both of these hymns, however, cele- 
brated only the mercy of Jehovah to Israel, but 
Simeon’s song praised God for the salvation 
which He had prepared for all peoples, Gentiles 
as well as Jews. Its thought is universal and 
embraces all the world. 

Let us open our Bibles to the ‘‘Nune dimit- 
tis’? or Simeon’s hymn of thanksgiving, Luke 
2 (29-32), and read it together. 

(Read the passage over several times, and 
repeat without books.) 

Memory VERSION: 

Now lettest thou thy servant depart, Lord 

According to thy word, in peace; 

For mine eyes have seen thy salvation, 

Which thou hast prepared before the face of 
all peoples; 

A light for revelation to the Gentiles, 


DECEMBER—FOURTH SUNDAY = 137 
And the glory of thy people Israel. 


Announcements 
Preparation for Worship 

THEME FOR SERvicE OF WorsHip: The Mes- 

sage of Good-Will. 

Prioturge: ‘‘A Cup of Cold Water,’’ Cop- 

ping. 

One of the lessons that the Christmas story 
teaches is that of good-will. It is easy to think 
of others and do nice things for them at Christ- 
mas-time, for that is the very spirit of Christ- 
mas, but the thing for which we want to strive is 
to carry the feeling of good-will to men all 
through the year and to all people. 

Christ once said, ‘‘Whosoever shall give a 
cup of cold water in my name shall in no wise 
lose his reward.’’ The picture shows how this 
message of good-will is being carried in the 
name of Christ to other countries by Christian 
men and women. This will be the theme of our 
Service of Worship to-day. 


The Service of Worship 
Piano PRELUDE. 
Opentne: (Unison) 
Somehow, not only for Christmas, 


138 CURRICULUM OF WORSHIP 


But all the long year through, 
The joy that you give to others, 
Is the joy that comes back to you. 

Hymn: ‘‘Christians, Lo, the Star Appear- 
eth.’’ 

Scripture: Matthew 25 (31-40), ‘‘Inasmuch 
as ye did it unto one of these my brethren, 
even the least, ye did it unto me.”’ 

PRAYER: | 

Our Father, we would help to carry the 

Christmas message of good-will to all mankind. 
May we always think of other races and other 
peoples with sympathy and respect. May we 
always be able to see the good in them, and 
when they need our help, may we give it freely 
and gladly. So help us to carry the spirit of 
Christmas on into the coming year and may 
peace and good-will reign throughout the earth 
forever. AMEN. 

PRAYER Hymn: 

Send Thou O Lord to every place 
Swift messengers before Thy face, 
The heralds of Thy wondrous grace, 
Where Thou, Thyself wilt come. Amen. 
(‘‘Hymnal for American Youth.’’) 
OFFERTORY SERVICE: 
Not what we give but what we share, 


DECEMBER—FOURTH SUNDAY — 139 


For the gift without the giver is bare, 
Who gives himself with his alms feeds three, 
Himself, his hungering neighbor, and Me. 
Orrertory—Mvsic. 
RESPONSE: 
Father, we bring to Thee, 
Gifts of our love, 
Wilt Thou accept them now, 
As Thine above? 
Thou hast so freely given, 
All that we need, 
Our gifts, and hearts and lives, 
Are Thine indeed. AmeEn. 
(For music see page 46.) 
Hymn: ‘‘Heralds of Christ Who Bear the 
King’s Commands.’’ 
RECESSIONAL TO CLASSES. 








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JANUARY 
THE MEMORY CURRICULUM 


First Sunpay: Hymn, ‘‘O Master Let Me 
Walk with Thee.”’ 

Seconp Sunpay: Scripture, Luke 10 (25-37), 
The Good Samaritan. 

THIrp Sunpay: Hymn, ‘‘I Would Be True.”’ 

FourtH Sunpay: Scripture, Luke 22 (24-27), 
‘‘T am in the midst of you as he that serveth.’’ 


THE SERVICE OF WORSHIP 


Theme for the Month: Service. 

First Sunpay: Christ’s Example of Service. 

Seconp Sunpay: Service rather than Sacri- 
fice, an Old Testament Lesson. 

Tutrp Sunpay: The Joy of Service. 

FourtH Sunpay: World Service. (Mission- 


ary.) 





JANUARY—FIRST SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Father, Lead Me Day by Day.”’ 

ScriprureE: Luke 2 (29-82). 

LEADER’s PRAYER. 

Memory Work: 

Review: Scripture, Luke 2 (29-32), ‘‘Now 
lettest thou thy servant depart in peace.’’ 

Whose hymn of thanksgiving have we just 
repeated? By what other name is it sometimes 
called? (The Nunc dimittis.) What was the 
occasion of the hymn? What promise had God 
made to Simeon? (Read the passage together 
several times, and repeat without books.) 

New Work: Hymn, ‘‘O Master, Let Me 
Walk with Thee.’’ 

(Show picture: ‘‘Christ Among the Lowly.’’ 
L’Hermitte.) 

In the picture we see Jesus in the home of a 
poor family. To follow His example and to 
walk in His steps have been the aims of Chris- 
tian people ever since He was here upon the 


earth. We have a hymn which expresses this 
143 


144 CURRICULUM OF WORSHIP 


desire of Christ’s followers. It is a prayer 
hymn and begins ‘‘O Master, Let Me Walk 
with Thee.’’ It was written in the year 1879 
by Dr. Washington Gladden, a Congregational 
minister. Dr. Gladden graduated from Wil- 
lams College in 1859 and immediately started 
upon his ministry in Brooklyn, N. Y. He was 
always very proud of the fact that he was a 
minister. Although he had many other inter- 
ests, social and political as well as religious, 
he felt that the ministry was the noblest of 
them all because through it he could render the 
greatest service to mankind. 

He had the Master’s interest in those who 
worked, and with his pen and from his pulpit 
he tried to bring about a better understanding 
between employers and employed and to i1m- 
prove industrial conditions. He wrote many 
books on social topics. In the hymn, ‘‘O Mas- 
ter, Let Me Walk with Thee,’’ we can catch a 
glimpse of his sympathies. 

It first appeared as a poem in ‘‘Sunday Af- 
ternoon,’’ a magazine edited by Dr. Gladden. 
When it came to be used as a hymn, Dr. Gladden 
suggested that eight lines be omitted from the 
original poem as they were unsuitable for a 
hymn. He said that when he wrote it, he had 


JANUARY—FIRST SUNDAY = _ 145 


no intention of writing a hymn. The remain- 
ing sixteen lines were made into stanzas of four 
lines each and sung to the tune of ‘‘Maryton.”’ 
It is now the favorite of all Dr. Gladden’s 
hymns. Let us open our hymn-books and read 
it together. 

The hymn voices the desire of the Christian 
to walk with his Master, Jesus Christ, in the 
paths of service which He treads, to do the 
things that the Master does, to have His pa- 
tience and His trust in God, to have a bright 
hope for the future, and to experience that 
peace in life which only those who live with 
Christ can experience. 

Dr. Gladden’s own faith and hope as ex- 
pressed in one of his sermons in the words, ‘‘T 
have never doubted that the kingdom I have al- 
ways prayed for is coming nor the gospel I have 
always preached is true,’’ are clearly set forth 
in his hymn. 

(Sing the hymn through several times, and 
repeat without books.) 

Memory VERSION: 

O Master, let me walk with Thee, 

In lowly paths of service free; 

Tell me Thy secret; help me to bear 

The strain of toil, the fret of care. 


146 CURRICULUM OF WORSHIP 


Help me the slow of heart to move, 
By some clear, winning word of love; 
Teach me the wayward feet to stay, 
And guide them in the homeward way. 


Teach me Thy patience; still with Thee 
In closer, dearer company, 

In work that keeps faith sweet and strong, 
In trust that triumphs over wrong. 


In hope that sends a shining ray, 
Far down the future’s broadening way; 
In peace that only Thou canst give,— 
With Thee, O Master, let me live. 


Announcements 
Preparation for Worship 


THEME FOR SERVICE oF Worsuie: Christ’s 
Example of Service. 


Picture: ‘‘Washing the Disciples’ Feet.’’ 
Copping. 


Jesus left to us many examples of service, 


JANUARY—FIRST SUNDAY 147 


but He taught His greatest lesson in service 
through the act which He performed for His 
disciples and which is portrayed in the picture 
before us. It was the custom in Palestine, 
where the roads are hot and dusty, for the 
under-servant or slave to remove the sandals 
and wash the feet of his master’s guests before 
a meal was eaten. On the night before the 
crucifixion Jesus was at supper with His dis- 
ciples. The question arose as to which one 
should perform this act of service, which ordi- 
narily was done by the lowest household serv- 
ant. Jesus rose, poured some water into a 
basin, girded Himself with a towel, and began 
to wash His disciples’ feet. When He had fin- 
ished, He said to them, ‘‘If I your Lord and 
Teacher have washed your feet, ye also ought 
to wash one another’s feet. For I have given 
you an example that ye also should do as I 
have done to you.’’ Jesus meant by His act 
that no one is fit to be a leader of men who is 
not willing to serve men. The theme for our 
Service of Worship to-day will be Christ’s ex- 
ample of Service. 


The Service of Worship 


148 CURRICULUM OF WORSHIP 


Piano PRELUDE. 
OPENING SENTENCE: 


The Son of Man came not to be ministered 
unto but to minister. 

If any man would come after me, let him deny 
himself and take up his cross and follow me. 


Hymn: ‘‘O Master-workman of the Race.’’ 


Scripture: Luke 22 (24-27), ‘‘I am in the 
midst of you as he that serveth.’’ 


PRAYER: 

Our Father, we thank Thee for the example 
of service which we have in Christ’s life among 
men and His dealings with them. We thank 
Thee for His teaching that service is the su- 
preme law of Thy kingdom. May we discover 
our part in the work of building up Thy king- 
dom on the earth and do with all our power 
what is given us to do. May we _ serve 
Thee faithfully and well in the name of Je- 
sus, who once lived among men as one who 
served. 

AMEN. 

Prayer Hymn: 


JANUARY—FIRST SUNDAY 149 


ee ee 
ae “9 a fe 


Strong Son of God, whose work was His that sent Thee, 





One with the Fa—ther, thought and deed and word, 





OFFERTORY SERVICE: 
Give unto the Lord the glory due his name. 
Bring an offering and come into his courts. 


150 CURRICULUM OF WORSHIP 


Orrertory—Mvsic. 
RESPONSE: 
Lord of all creation, 
Now before Thy throne, 
We, Thy children bring Thee, 
Gifts that are Thine own. AMEN. 
(For music see page 73.) 
Hymn: Jesus, Thou Divine Companion. 
RECESSIONAL TO CLASSES. 


JANUARY—SECOND SUNDAY 


The Memory Curriculum 
Hymn: ‘‘O Master Let Me Walk with 
Thee.’’ 

Scripture: Luke 2 (29-32). 

LEADER’s PRAYER. 

Memory Work: 

Review: Hymn, ‘‘O Master Let Me Walk 
with Thee.”’ 

Who wrote the hymn that we have just sung? 
Where did it first appear? What, form of 
Christian service was Dr. Gladden particularly 
interested in? Whose example did he follow 
in his services to mankind? (That of Jesus 
Christ.) Whatis the theme of the hymn? (It 
is a prayer that the Christian may walk with 
the Master in paths of service. (Recall the 
main point of each verse. Sing the hymn sev- 
eral times, and repeat without books.) 

New Work: Scripture, Luke 10 (25-37), 
The Good Samaritan. 

(Show picture: “‘The Scene of the Good 


Samaritan Episode,’’? Wilde Bible Pictures.) 
151 


152 CURRICULUM OF WORSHIP 


This is the picture of an ancient khan or inn, 
where in olden times caravans stopped for shel- 
ter and rest at night. It is situated on the Jeri- 
cho road about midway between Jerusalem and 
Jericho. (Locate the place on the map.) This 
road is a rapid descent of about three thousand 
feet from the neighborhood of Bethany to the 
entrance to the plain of Jordan. Part of the 
way is along a dangerous gorge with its sides 
lined with eaves and great protruding rocks. 
The old khan is the only building or trace of 
habitation on the entire road, a distance of over 
twenty miles. Even to-day robbers and out- 
laws hide in the caves along its way, and many 
travelers have been robbed of all that they car- 
ried and left half dead on the side of the road. 
Some have been murdered. This was the fate 
of Sir Frederic Henniker, an English baronet, 
who traveled over the famous road in the year 
1820. 

In the time of Jesus also the Jericho road was 
the resort of desperate bands of robbers. He 
knew of many cases of travelers who had met 
with misfortune on their journey from Jerusa- 
lem to Jericho. One day He was traveling 
over the road on His way to Bethany and in an- 
swer to a question related one of these in- 


JANUARY—SHCOND SUNDAY = 153 


stances. The story was the one which we know 
very well. What was it? 

(Show picture, ‘‘The Good Samaritan,’’ Cop- 
ping.) 

(Ask some child to tell the story.) 

Perhaps we have always thought of the story 
of ‘‘The Good Samaritan’’ as just a story, 
something that Jesus made up to illustrate his 
answer to the question, ‘‘ Who is my neighbor?”’ 
He could easily have done this, but the most 
careful scholars say that this time it was the 
story of something that had actually happened. 
It occurred to Jesus because He was at the time 
near the spot where it had happened and be- 
cause it so well illustrated His idea of neigh- 
borliness. 

Let us open our books and read the intro- 
duction to the story of ‘‘The Good Samaritan,”’ 
Luke 10 (25-29). 

The term ‘‘lawyer’’ in this case means a 
teacher of those laws of the Hebrew religion 
which the Jews of Jesus’ day observed so 
rigidly. He well knew the answer to the ques- 
tions which he asked, according to the Jewish 
viewpoint, for it was his business to know. In 
fact, he answered correctly his own first ques- 
tion, ‘‘ What shall I do to inherit eternal life?’’ 


154 CURRICULUM OF WORSHIP 


He quoted from the ancient Scriptures the com- 
mands ‘‘Thou shalt love the Lord thy God with 
all thy heart and with all thy soul and with all 
thy strength and with all thy mind; and thy 
neighbor as thyself.’’ This was in accordance 
with Jesus’ teaching. 

We do not know exactly his purpose in put- 
ting these questions to Jesus. Some people 
think that he was merely trying to test Jesus, 
as the words ‘‘made trial of him’’ in verse 25 
imply, but doubtless his last question, ‘‘ And 
who is my neighbor?’’ was sincere. He really 
wanted to know whom Jesus would regard as 
one’s neighbors. 

Let us read the story which Jesus told to an- 
swer the question. (Verses 30-37.) 

The fact that it was a Samaritan, a man who 
belonged to a race and religion despised by the 
Jews, who proved to be kinder and more charit- 
able than either the Jewish priest or the Levite, 
must have taught a great lesson to the lawyer 
that day. He recognized the goodness of the 
Samaritan although he would not even men- 
tion the despised name. In reply to Jesus’ 
question as to who was neighbor to the man who 
fell among robbers he said, ‘‘He that showed 
mercy on him.”’ 


JANUARY—SECOND SUNDAY 155 


Love and mercy are not limited to any one 
race or religion. All races and religions pro- 
duce people who are kind and charitable and 
who try to serve their fellow-men. Neither is 
our neighbor merely one of our own race but 
any one who is near at hand and who needs our 
help. (Read verses 30-37 two or three times. 
Then ask several children to tell the story 
using as much of the Bible language as pos- 
sible.) 

MeEmory VERSION: 

And behold, a certain lawyer stood up and 
made trial of him, saying, Teacher, what 
shall I do to inherit eternal life? And he said 
unto him, What is written in the law? how 
readest thou? And he answering said, Thou 
shalt love the Lord thy God with all thy heart, 
and with all thy soul, and with all thy strength, 
and with all thy mind; and thy neighbor as thy- 
self. And he said unto him, Thou hast an- 
swered right: this do, and thou shalt live. But 
he, desiring to justify himself, said unto Jesus, 
And who is my neighbor? Jesus made answer 
and said, A certain man was going down from 
Jerusalem to Jericho; and he fell among rob- 
bers, who both stripped him and beat him, and 
departed, leaving him half dead. And by 


156 CURRICULUM OF WORSHIP 


chance a certain priest was going down that 
way: and when he saw hin, he passed by on the 
other side. And in like manner a Levite also, 
when he came to the place and saw him, passed 
by on the other side. But a certain Samaritan, 
as he journeyed, came where he was: and when 
he saw him, he was moved with compassion, 
and came to him, and bound up his wounds, 
pouring on them oil and wine; and he set him 
on his own beast, and brought him to an inn, 
and took care of him. And on the morrow he 
took out two shillings, and gave them to the 
host, and said, Take care of him; and whatso- 
ever thou spendest more, I, when I come back 
again, will repay thee. Which of these three, 
thinkest thou, proved neighbor unto him that 
fell among robbers? And he said, He that 
showed mercy on him. And Jesus said unto 
him, Go, and do thou likewise. 


Announcements 
Preparation for Worship 
THEME FOR SERVICE oF WorsHIP: Service 
Rather Than Saerifice; an Old Testament 
Lesson. 
Picture: ‘‘Amos,’’ Sargent. 
In the Old Testament we find the stories and 


JANUARY—SECOND SUNDAY 157 


some of the writings of a noble group of men. 
We call them the Old Testament prophets. 
They were great national heroes as well as 
great preachers of righteousness. They loved 
God and their fellow-men. They lived very 
close to God and wanted their people to know 
Him as they knew Him. When the people fell 
into evil ways and their religion became merely 
an outward ceremony instead of an inward re- 
lation to God expressed in justice and kindly 
acts of service toward one another, these 
prophets preached some mighty sermons show- 
ing what true religion was. 

The prophet in the picture is Amos. In our 
Service of Worship this morning we are going 
to think about service as taught by the prophets. 
The Scripture passage which we will read is 
from one of the sermons of the prophet 
Amos. 


The Service of Worship 

Piano PRELUDE. 

OPENING SENTENCE: 

He hath showed thee O man what is good. 
What doth the Lord require of thee but to do 
justly, and to love kindness and to walk hum- 
bly with thy God. 


158 CURRICULUM OF WORSHIP 


Hymn: ‘‘Master, No Offering, Costly and 
Sweet.’’ 

Scripture: Amos 5 (21-24), ‘‘Let justice 
roll down as waters, and righteousness as 
a mighty stream.”’ 

PRAYER: 

Our Father, we thank Thee for the prophets 
of old who taught men to know Thee. We are 
glad that, surrounded by wrong, they could al- 
ways see the right and could point men to Thee 
and guide them into Thy ways. We thank Thee 
for the great sermons that they have left be- 
hind and that they are still powerful in lead- 
ing men into a knowledge of Thee. May we 
also heed the words of these mighty prophets 
and do justly and love kindness and walk hum- 
bly with Thee. AMEN. 

Prayer Hymn: 

O teach me Lord, that I may teach, 

The precious things Thou dost impart; 
And wing my words, that they may reach, 
The hidden depths of many a heart. 

AMEN. 
(Tune, ‘‘Canonbury.’’) 
_ OFrertory SERVICE: 

To do good and to contribute, forget not, for 

with such sacrifices God is well pleased. 


JANUARY—SECOND SUNDAY = 159 


Orrrertory—Mvsic. 
RESPONSE: 
We give Thee but Thine own, 
Whate’er the gift may be, 
All that we have is Thine alone, 
A trust O Lord from Thee. Amen. 
(For music see page 64.) 
Hymn: ‘‘Love Thyself Last.’ 
RECESSIONAL TO CLASSES. 


JANUARY—THIRD SUNDAY 


The Memory Curriculum 

Hymn, ‘‘O Master, Let Me Walk with Thee.”’ 

SCRIPTURE: Psalm 24 (1-5). 

LEapDER’s PRAYER. 

Memory Work: 

Review: Luke 10 (25-37), The Good Samar- 
itan. 

Tell me something about the road which les 
between Jerusalem and Jericho. What had 
once occurred on this road in the time of Jesus? 
How did Jesus come to tell the story of the 
Good Samaritan? What are the lessons that 
it teaches? (Have the boys read the wntroduc- 
tion, verses 25-29, and the girls the story, verses 
30-37. Ask several of the children to tell the 
story using the Bible language when they can 
recall 2t.) 

New Work: Hymn, ‘‘I Would Be True.’’ 

Did you make any new resolutions at the 
beginning of the year? What kind were they? 
(To be better.) When a new year comes 


around, we always say to ourselves that we will 
160 


JANUARY—THIRD SUNDAY 161 


make it a better one than the year that has 
passed. We are just full of good resolutions. 
It is a pity that they do not always last the 
year out, but it is a good thing that we make 
them. It shows that the desire is there and 
that we do try to make our lives better year by 
year. 

There is still time to make some resolutions 
for the new year. We have a hymn that con- 
tains eleven very fine ones. That seems like 
a large number to remember, but these are in 
rhyme so that will help us. The hymn is called 
‘‘T Would Be True.’’ Like the hymn ‘‘O Mas- 
ter, Let Me Walk with Thee,’’ it was written 
with no intention of its being sung, or even pub- 
lished, but simply as a poem. Its author was 
Howard Arnold Walter, who died while still 
a young man. He was a graduate of Prince- 
ton University, where he was very popular be- 
cause of his happy disposition and sincere pur- 
pose in life. The hfe-work he chose was that 
of a missionary. He went to the foreign field. 
In the year 1919 when the influenza epidemic 
was raging he contracted the disease and did 
not recover. 

One Christmas he sent to his mother a little 
poem that he had written, one which expressed 


162 CURRICULUM OF WORSHIP 


his high purpose in life. It was intended just 
for her, but she, recognizing its beauty and 
truth, wanted to share it with others so sent it 
to Harper’s Magazine. The little poem was 
published. Now we find it in many of our 
hymn-books. It has become a great favorite 
with young people to whom its high aims are a 
challenge. 

Let us open our books to the hymn ‘‘I Would 
Be True,’’ and read it together. 

What are the resolutions in the hymn? 

1. I would be true. 

. L would be pure. 
. [ would be strong. 
. | would be brave. 
I would be friend of all. 
. | would be giving. 
. L would be humble. 
. [ would look up. 
. I would laugh. 

10. I would love. 

11. I would lift. 

What are the reasons the hymn gives for 
these resolutions? 

Sometimes we think that the way we live our 
lives affects only ourselves, but the hymn says 
that there are people who care about whether 


COONAN wb 


JANUARY—THIRD SUNDAY 163 


we are pure or not? ‘Tell me some one who 
would care. (Our mother.) Yes, and because 
there are people who trust us, we must be 
worthy of their trust. 

(Drill in the resolutions and the reasons for 
them allowing the boys to read the resolutions 
and the girls the reasons. Reverse the order 
of reading. Sing the hymn through several 
times the last time without the books.) 

Memory VERSION: 

I would be true, for there are those who trust 
me, 

I would be pure, for there are those who care; 
I would be strong, for there is much to suffer; 

I would be brave, for there is much to dare. 


I would be friend of ali—the foe, the friend- 
less; 
I would be giving and forget the gift; 
I would be humble, for I know my weakness; 
I would look up, and laugh, and love, and 
lift. 


Announcements 
Preparation for Worship 
THEME FOR SERVICE oF WorsHIP: The Joy 
of Service. 


164 CURRICULUM OF WORSHIP 


Picture: ‘‘Alms Deeds of Dorcas.’’ Dob- 

son. 

At Christmas-time we often feel that we get 
more pleasure from the giving of gifts than 
from receiving them. We have something of 
this same feeling when we have been able to do 
some service for some one. It brings us a 
happiness that the doing of something for our 
own pleasure does not bring. We are going 
to think about the ‘‘Joy of Service’’ in our 
Service of Worship this morning and read the 
story of Dorcas a woman, who, we may believe 
from the Bible story, found joy in serving oth- 
ers. 


The Service of Worship 

Piano PRELUDE. 

CaLuL TO WoRSHIP: 

Make a joyful noise unto the Lord all ye 
lands, 

Serve the Lord with gladness, come before 
his presence with singing. 

Behold, my servants shall sing for joy of 
heart. 

Hymn: ‘‘We are Come with Joy and Glad- 

ness.’’ | 


JANUARY—THIRD SUNDAY 165 


Scripture: Acts 9 (36-42), The Story of 
Doreas. 

PRAYER: 

Our Father, we know that one cannot live 
for self alone and be truly happy. May we 
come early in life to experience the joy of serv- 
ing others. May our hearts be right with Thee 
and our motives such as will win Thy approval 
so that the service which we render will be ac- 
ceptable in Thy sight. O Lord, grant us the 
joy that comes from worthy and acceptable 
service. AMEN, 

Prayer Hymn: 
O fill me with Thy fullness, Lord, 
Until my very heart o’erflow 
In kindling thought and glowing word, 
Thy love to tell, Thy praise to show. 
AMEN, 
(Tune ‘‘Canonbury.’’) 

OFFERTORY SERVICE: 

Let everyone give according as he purposeth 
in his heart, not grudgingly, nor of necessity; 
for the Lord loveth a cheerful giver. 

OrFrerTory—Music. 

RESPONSE: 

Bless Thou the gifts our hands have brought; 


166 . CURRICULUM OF WORSHIP 


Bless Thou the work our hearts have 
planned; 
Ours is the faith, the will, the thought; 

The rest, O God, is in Thy hand. Amen. 
(For music see page 91.) 

Hymn: ‘‘When Thy Heart with Joy O’er- 

flowing.”’ 
RECESSIONAL TO CLASSES. 


JANUARY—FOURTH SUNDAY 


The Memory Curriculum 
Hymn: ‘‘I would be true.’’ 

Scripture: Luke 2 (25-37). 

LEADER’s PRAYER. 

MeEmMory Work: 

Review: Hymn, ‘‘I Would Be True.”’ 

Who wrote the song that we sang in opening’? 
What had Mr. Walter chosen as a life-work? 
How did the hymn ‘‘I Would Be True’’ come 
to be published? Name the resolutions it con- 
tains. (Read the hymn together several times; 
then sing without books.) 

New Work: Scripture, Luke 22 (24-27), ‘‘I 
am in the midst of you as he that serveth.”’ 

(Show picture: ‘“‘The Last Supper,’’ da 
Viner.) 

This is a copy of Leonardo da Vinci’s fa- 
mous painting of the last supper which Jesus 
had with His disciples. It is painted on the 
walls of the refectory or dining-hall of a con- 


vent in Milan, Italy. It took da Vinci four 
167 


168 CURRICULUM OF WORSHIP 


years to paint it. It is now considered to be 
one of the world’s greatest masterpieces. The 
scene that it portrays is that of Jesus and His 
disciples keeping the feast of the Passover. 
This event happened on the night before His 
crucifixion. The twelve had gathered in an up- 
per room in Jerusalem, which Jesus had pre- 
viously directed His disciples to make ready. 
It was at this supper that Jesus told His dis- 
ciples that one of them would betray Him, for 
Judas had already bargained with the enemies 
of Jesus and for a small sum of money had 
promised to deliver Him into their hands. 

At some time during the meal, it may have 
been while taking their places at the table, a dis- 
pute arose as to which one of them was the 
greatest. Jesus told them that there must be 
no question of greatness among them. That 
the kind of greatness which sets one man above 
another to rule over him was not to be sought. 
He called their attention to some of their own 
rulers who for some slight act of service to the 
country or the people whom they ruled were 
called ‘‘Benefactors.’?’ The names of these 
men were inscribed on many of their coins with 
the title Benefactor; yet they were really ty- 
rants and evil men. Hence the title was a 


JANUARY—FOURTH SUNDAY 169 


worthless and hollow one. Jesus said, ‘‘Let 
him that is greater among you become as the 
younger.’’ It was the custom in Hastern fam- 
ilies for the younger sons to do the work of 
servants for the household. So Jesus said that 
to be truly great one must serve, or as Matthew 
quotes Him, ‘‘ Whosoever would be first among 
you shall be your servant.’’ Jesus called their 
attention to His own service to mankind. He 
said, ‘‘I am in the midst of you as he that 
serveth.”’ 

It was at this same supper that Jesus gave 
to them that remarkable example of humble 
service by washing the feet of His disciples 
when there was no servant present to perform 
this lowly task. 

Let us open our Bibles to Luke 22 (24-47) 
and read the passage which tells how Jesus set- 
tled the dispute of His disciples concerning 
who among them was the greatest. 

(Read the passage several times, and repeat 
using books only when necessary.) 

Memory VERSION: 

And there arose also a contention among 
them, which of them was accounted to be great- 
est. And he said unto them, The kings of the 
Gentiles have lordship over them; and they that 


170 CURRICULUM OF WORSHIP 


have authority over them are called Benefac- 
tors. But ye shall not be so: but he that is 
greater among you, let him become as the 
younger; and he that is chief, as he that doth 
serve. For which is greater, he that sitteth 
at meat, or he that serveth? is not he that sit- 
teth at meat? But 1am in the midst of you as 
he that serveth. 


Announcements 
Preparation for Worship 
THEME FoR SeERVIcE OF WorsHIP: World 
Service. 

Picture: Poster showing missionaries at 

work. 

Jesus Himself set us an example of service, 
not only to those of His own race but to the 
Gentiles as well. They were the foreigners of 
Jesus’ time. They were looked down upon by 
the Jews because they were of a different race 
and religion. Jesus recognized no such differ- 
ence in His association with them. He min- 
istered to all who needed His help, and when 
He went away, He left us a command to go into 
all the world and preach the gospel to every 
creature. Many people to-day are carrying 
out His will and are serving these people of 


JANUARY—FOURTH SUNDAY § 171 


other races and other religions. World Servy- 
ice will be the theme for our Service of Wor- 
ship to-day. 


The Service of Worship 

Piano PRELUDE. 

OPENING SENTENCES: 

Go ye into all the world and preach the gospel 
to every creature. 

Ye shall be witnesses to me in Jerusalem, and 
in all Judea, and in Samaria, and unto the ut- 
termost part of the world. 

Hymn: ‘‘Hark, the Voice of Jesus Calling.’’ 

Scripture: Psalm 96, ‘‘O Sing unto the 

Lord a new song.’’ 

PRAYER: 

Almighty God, Father of all mankind, send 
out Thy hight and Thy truth into the darkened 
corners of the earth. Stir in our hearts anew 
from day to day sympathy for Thy needy ones, 
loyalty for our Master, and a high purpose in 
Thy work; that so laborers may be sent forth 
into the harvest and Thy kingdom may come 
throughout the world. AMEN. 

(From ‘‘Worship and_  Song.’’ 
Used by permission of The Pilgrim 
Press. ) 


172, CURRICULUM OF WORSHIP 


Prayer Hymn: 

Send Thou, O Lord, to every place, 
Swift messengers before Thy face, 

The heralds of Thy wondrous grace, 
Where Thou, Thyself, wilt come. 


Send men whose eyes have seen the King, 
Men in whose ears His sweet words ring, 
Send such Thy lost ones home to bring; 
Send them where Thou wilt come. AMEN. 
(‘‘Hymnal for American Youth.’’) 
OFFERTORY SERVICE: 
Inasmuch as ye have done it unto one of the 
least of these ye have done it unto me. 
OrreRtory—M vsic. 
RESPONSE: 
All things come of Thee, O Lord, 
And of Thine own have we given Thee. AMEN. 
(For music see page 55.) 
Hymn: ‘‘We’ve a Story to Tell to the Na- 
tions.”’ 
RECESSIONAL TO CLASSES. 


FEBRUARY 
THE MEMORY CURRICULUM 


First Sunpay: Scripture, Romans 8 (35, 37- 
39), ‘‘Who shall separate us from the love of 
Christ?’’ 

Seconp Sunpay: Hymn, ‘‘Not Alone for 
Mighty Empire.’’ 

THirp Sunpay: Scripture, II Peter 1 (5-8), 
Christian Character Building. 

FourtH Sunpay: Hymn, ‘‘The Morning Light 
is Breaking.”’ 


THE SERVICE OF WORSHIP 


Theme for the Month: Heroism. 

First Sunpay: Early Heroes of the Cross. 
Seconp Sunpay: Our Country’s Heroes: 
Abraham Lincoln. (Lincoln’s Birthday.) 
Tuirp Sunpay: Our Country’s Heroes 
George Washington. (Washington’s Birth- 

day.) 
FourtH Sunpay: Heroes of the Cross To- 
day. (Missionary.) 


Vy ag a : 





FEBRUARY—FIRST SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Il Would Be True.’’ 

Scripture: Luke 22 (24-27). 

LEADER’s PRAYER. 

Memory Work: 

Review: Scripture, Luke 22 (24-27), ‘‘I am 
in the midst of you as he that serveth.’’ 

Where were Jesus and His disciples at the 
time of the dispute about which we have just 
read? Why had they gathered in the upper 
room? What did Jesus tell them upon this oc- 
casion about one of their number?, In what 
manner did Jesus settle the dispute about 
which one of them was the greatest? What 
great words did He say at this time? (‘‘I am 
in the midst of you as he that serveth.’’) 
What practical example of service did He give 
to them before the feast was eaten? (That of 
washing His disciples’ feet, a task usually per- 
formed by servants.) (Read passage through 


several times together. Call attention to 
175 


176 CURRICULUM OF WORSHIP 


verses 26° and 27° as being wmportant verses 
to remember. Have children repeat these with- 
out books.) 

New Work: Scripture, Romans 8 (35, 37- 
39), ‘“Who shall separate us from the love of 
Christ?’’ 

(Show picture: St. Paul, Raphael.) 

Paul wrote many letters to the churches that 
he had founded. They often wrote him about 
their troubles and asked his advice. He was 
always interested in these churches and was 
sorry that he could not visit them more often 
and straighten out their difficulties, but he 
wrote them long letters of encouragement, com- 
fort, and counsel. These we have in our New 
Testament. We also have a letter which Paul 
wrote to another church, one which was not 
founded by him and one which up to the time 
of the writing of his letter he had never visited. 
We know this because he says in his letter that 
for many years he had been longing to visit 
this church but had always been hindered. 
This was the Christian church at Rome. We 
do not know when it was founded or by whom. 
Some people think that it was founded by 
Peter, but we cannot be sure that Peter visited 
Rome until much later. 


FEBRUARY—FIRST SUNDAY 177 


There had been Jews in Rome many years 
before the time of Christ. They made an- 
nual pilgrimages to Jerusalem, and it is pos- 
sible that some of them became Christians on 
these visits. Then there were Gentile Chris- 
tians constantly drifting into Rome on busi- 
ness and for travel, until at the time of Paul’s 
letter, the Gentile Christians far exceeded the 
Jewish Christians in the Roman Church. Paul 
and Peter had made an agreement that Paul 
should preach to the Gentiles and Peter to the 
Jews. So Paul, as Apostle to the Gentiles, felt 
an interest in this Gentile church at Rome. 

Even now he could not visit the people of this 
church, for he was planning to found a Spanish 
church on the western edge of the world after 
he had carried to Jerusalem the collection 
which he had taken up among the Gentile Chris- 
tians of Macedonia and Achaia for the poor 
of the mother church at Jerusalem. He was 
probably at Corinth (locate these different — 
places on the map) when he wrote the letter 
to the Romans, for most of the time which he 
had spent in Greece in collecting the offering 
was spent in that city. He had a particular 
reason for writing to the Roman church at this 
time. Differences of opinion and feelings of 


178 CURRICULUM OF WORSHIP 


suspicion had been growing up between Jew- 
ish and Gentile Christians everywhere. Paul 
hoped partly to overcome this feeling by means 
of the collection from the Gentile churches of 
Greece for the Jewish Christians in Jerusalem. 

He wanted all Christians, Jewish and Gen- 
tile, to unite in spreading Christianity through 
Spain, Gaul, and Britain. Rome would be the 
natural center of this expansion; consequently 
he wanted the prayers of the members of the 
Roman church for the success of his plan and 
their sympathy and desire to carry on the work 
in case he should be killed in Jerusalem. He 
greatly feared that this might happen as he 
had many enemies among the Jews at Jerusa- 
lem. 

In this letter Paul sets forth his teaching 
concerning the gospel of Christ and especially 
endeavors to make clear his teaching on those 
points upon which the Jewish and Gentile 
Christians had disagreed. He felt that all men 
must work together for the spreading of 
Christ’s kingdom in the world. 

He wanted the Romans to appreciate God’s 
goodness to them in the gift of His son and the 
love of Christ, from which nothing should be 
allowed to separate them. Concerning this we 


FEBRUARY—FIRST SUNDAY 179 


have some of the finest words that Paul ever 
wrote. Let us read them together. Romans 
8 (35-39). 

In verse 35 Paul mentions several things 
which might separate them from the love of 
Christ. But all these things Paul himself had 
experienced and suffered; yet he came through 
loving Christ more than ever. Let us read 
these together. 

We will not memorize verse 36, for these 
words are not Paul’s but a quotation from 
Psalm 44 (22), which Paul uses by way of ex- 
planation. In verse 37 Paul answers the ques- 
tion of verse 35. He says that Christ will help 
us to remain loyal to Him and that nothing in 
earth or heaven, now or hereafter, shall sepa- 
rate us from the love of God in Christ Jesus. 
(Read passage several times. Have boys read 
question, verse 35, and girls the answer, verses 
387-88. Change the order, and at last repeat 
together without books.) 

Memory VERSION: 

Who shall separate us from the love of 
Christ? shall tribulation, or anguish, or perse- 
cution, or famine, or nakedness, or peril, or 
sword? 

Nay, in all these things we are more than 


180 CURRICULUM OF WORSHIP 


conquerors through him that loved us. For If 
am persuaded, that neither death, nor life, nor 
angels, nor principalities, nor things present, 
nor things to come, nor powers, nor height, nor 
depth, nor any other creature, shall be able to 
separate us from the love of God, which is in 
Christ Jesus our Lord. 


Announcements 
Preparation for Worship 

THEME FOR Service oF WorsHip: Harly 

Heroes of the Cross. 

Picture: ‘‘Christian Martyrs,’’ Gerome. 

It is so easy for us to be Christians to-day 
that we can hardly grasp the idea of a time 
when just to be a Christian was to be a hero. 
But when we read the story of Paul, who said 
that he held his life of no account so that he 
only might tell men of the love of Christ: of 
those apostles, who when they were forbidden 
to preach at the risk of their lives said, ‘‘We 
must obey God rather than men,’’ and of those 
later Christians, whose picture we have before 
us and who preferred to die rather than give up 
their faith, we must acknowledge that this was 
the highest type of heroism the world has ever 
known. 


FEBRUARY—FIRST SUNDAY § 181 


The theme for our Service of Worship to-day 
is ‘‘Harly Heroes of the Cross.”’ 


The Service of Worship 

Piano PRELUDE. 

Openinc SENTENCE: (Unison) 

I hold not my life of any account as dear unto 
myself, so that I may accomplish my course, 
and the ministry which I received from the 
Lord Jesus, to testify the gospel of the grace of 
God. (St. Paul.) 

Hymn: ‘‘From All Thy Saints in War- 

fare.’’ 

Sorrprure: Acts 5 (17-29), ‘‘We must obey 

God rather than men.’’ 

PRAYER: 

Our Father, we thank Thee for the courage 
of the apostles, those early heroes of the Cross 
who kept Thy name alive and carried on Thy 
work after Thy death upon the cross. We 
thank Thee for the faith, the enthusiasm for 
Thy cause, and the utter lack of fear in time 
of danger which led them to say when their 
preaching was forbidden, ‘‘We must obey God 
rather than men.’’ Grant that we also may be 
steadfast in faith and loyal to Thy cause, fear- 
ing not men but obeying Thee at all times 


182 CURRICULUM OF WORSHIP 


like those early heroes of the cross. AMEN. 
Prayer Hymn: 
O may Thy soldiers, faithful, true and bold, 
Fight as the saints who nobly fought of old, 
And win with them, the victor’s crown of gold, 
Alleluia, alleluia. AMEN. 
(Tune, ‘‘Sarum.’’) 
OFFERTORY SERVICE: 
What shall I render unto the Lord for all his 
benefits toward me? 
I will take the cup of salvation and call upon 
the name of the Lord. 
I will pay my vows unto the Lord now in the 
presence of all his people. 
OrFreRToRY—MusIc. 
RESPONSE: | 
Father, we bring to Thee, 
Gifts of our love, 
Wilt Thou accept them now 
As Thine above? 
Thou hast so freely given, 
All that we need, 
Our gifts and hearts and lives, 
Are Thine indeed. AMEN, 
(For music see page 46.) 
Hymn: ‘‘Marching with the Heroes.’’ 
RECESSIONAL TO CLASSES. 


FEBRUARY—-SECOND SUNDAY 


The Memory Curriculum 

Hymn: ‘‘My Country ’Tis of Thee.”’ 

ScripTuRE: Romans 8 (35, 37-39). 

LEADER’s PRAYER. 

Memory Work: 

Review: Scripture, Romans 8 (35, 37-389), 
‘“Who shall separate us from the love of 
Christ?’’ 

Who wrote the letter to the Romans? Why 
was Paul’s interest in this church different 
from his interest in the other churches to whom 
he wrote? (It was not one of the churches 
which he had founded.) What was his reason 
for writing this letter? What famous words 
of Paul does it contain? (Verses 38-389). 
(Read passage through several times, and re- 
peat last two verses without books.) 

New Work: Hymn, ‘‘Not Alone for Mighty 
Empire.”’ 

We love the month of February because it 


has given to our country two of its greatest men 
183 


184 CURRICULUM OF WORSHIP 


Washington and Lincoln. When we celebrate 
the birthdays of these men with patriotic serv- 
ices and sing our patriotic songs, our hearts 
thrill anew with love of country and pride in its 
achievements. We feel inclined to praise God 
because we are citizens of so great a country. 
We are thankful for its prosperity and for the 
place it has won among the nations of the earth. 
We are proud that it fought bravely for free- 
dom and liberty and that it has produced count- 
less men and women of high ideals and unques- 
tionable courage. All of these things come to 
our minds immediately when we think of the 
greatness of our country. But outward pros- 
perity alone does not make a country great. 
We have a splendid patriotic hymn which re- 
minds us of this fact. It is called from its first 
line, ‘‘Not Alone for Mighty Empire.’’ It was 
written by Dr. Wiliam Pierson Merrill, who 
for over fifteen years has been the minister of 
the famous Brick Presbyterian Church of New 
York City. Dr. Merrill was born in Orange, 
New Jersey, and studied at Rutgers College. 
He prepared for the ministry at Union Theolog- 
ical Seminary. His first pastorate was in 
Philadelphia. From there he went to Chicago, 
where he remained until he commenced his 


FEBRUARY—SECOND SUNDAY § 185 


work in New York. Dr. Merrill’s entire min- 
istry has been spent in the three largest cities 
of our country. 

Dr. Merrill has written several hymns. Two 
have become very popular and are in nearly 
all of our good hymn-books. These are ‘‘Rise 
Up, O Men of God’’ and ‘‘Not Alone for Mighty 
Empire.’’ This last hymn which is the one 
that we are going to learn this morning was 
suggested to the author by a prayer made at 
a Thanksgiving Service by another minister. 
The prayer was unusual in that it gave thanks 
for inward and spiritual blessings rather than 
for our outward prosperity. The hymn brings 
to our attention these less conspicuous and 
sometimes hidden glories which are likely to 
be overlooked in our thanksgiving for our coun- 
try’s prosperity and outward glory. 

Let us open our hymn-book to the hymn, 
‘‘Not Alone for Mighty Empire,’’ and read it 
together. 

Not alone for a large and mighty country, for 
bounteous harvests, for battle-ships and strong 
fortifications, for great armies and brilliant 
victories should we lift our hearts in praise to 
God but for the generations of devoted, loyal 
people with a firm faith in God and with high 


186 CURRICULUM OF WORSHIP 


ideals and noble purposes which our country 
has produced. They have left to us something 
better than wealth and outward prosperity. 
They fought for the freedom which is ours to- 
day. They honored the home and established 
schools and churches from which we derive the 
benefit. They endeavored to build up a nation 
of noble men and women and raise up leaders 
with faith in God and who were loyal to His 
word. It is the quality of the people within 
its borders that makes a nation great and not 
its material possessions. 

The last verse is a prayer that we as a people 
may be saved from race hatred, religious in- 
tolerance, and unbrotherly feelings one toward 
another. It also asks that we may have a faith 
in simple manhood as strong as that of our Pil- 
grim founders and that our goal may be the 
Brotherhood of Man. Let us read this prayer 
together. 

(Read hymn again together. Drill on the 
mam points, and sing several times. Repeat 
the prayer very softly without books if pos- 
sible.) 

Memory VeERSIon: 

Not alone for mighty empire, 

Stretching far o’er land and sea, 


FEBRUARY—SECOND SUNDAY. = 187 


Not alone for bounteous harvests, 
Lift we up our hearts to Thee, 
Standing in the living present, 
Memory and hope between, 
Lord, we would with deep thanksgiving, 
Praise Thee more for things unseen. 


Not for battle-ship and fortress, 

Not for conquests of the sword, 
But for conquests of the spirit 

Give we thanks to Thee, O Lord; 
For the heritage of freedom, 

For the home, the church, the school, 
For the open door to manhood 

In a land the people rule. 


For the armies of the faithful, 
Lives that passed and left no name, 
For the glory that illumines 
Patriot souls of deathless fame; 
For the people’s prophet leaders, 
Loyal to Thy living word, 
For all heroes of the spirit, 
Give we thanks to Thee, O Lord. 


God of justice, save the people, 
From the war of race and creed, 


188 CURRICULUM OF WORSHIP 


From the strife of class and faction, 
Make our nation free indeed; 
Keep her faith in simple manhood 
Strong as when her life began, 
Till it finds its full fruition 
In the Brotherhood of Man. 


Announcements 
Preparation for Worship 
THEME FOR SERVICE oF WorsHIP: Our Coun- 
try’s Heroes: Abraham Lincoln. 
Picture: ‘‘Lineoln in 1861.’’ Ferris. Or 
Portrait of Lincoln.—American Flag. 
(Read to the children the poem, “‘Inncoln, the 
Man of the People’? by Edwin Markham. 
Adapted for children in *‘Inncoln’s Birthday,’ 
our American Holidays Series, by Robert 
Haven Schaeffer.) 


The Service of Worship 

Piano PRELUDE. 

OPENING SENTENCE: 

Let us have faith that right makes might, 
and in that faith let us to the end, dare to do 
our duty as we understand it. (A. Lincoln.) 

RESPONSE: 


FEBRUARY—SECOND SUNDAY = 189 


God send us men whose aim ’t will be, 
Not to defend some ancient creed, 
But to live out the laws of right, 
In every thought and word and deed. 
(‘‘Hymnal for American Youth.’’) 
Boys: Abraham Lincoln was a man of 
great ability, pure patriotism, unselfish na- 
ture, full of forgiveness to his enemies, bear- 
ing malice toward none, he proved to be the 
man above all others for the struggle through 
which the nation had to pass to place itself 
among the greatest in the family of nations. 
His fame will grow brighter as time passes and 
his great work is better understood. 
(U. S. Grant.) 
RESPONSE: 
God send us men alert and quick, 
His lofty precepts to translate, 
Until the laws of right become, 
The laws and habits of the State. 
Girts: Abraham Lincoln was the true repre- 
sentative of this people, not only for his own 
generation but for all time, because he was a 
man among men; a man who embodied the qual- 
ities of his fellow-men, but who embodied them 
to the highest and most unusual degree of per- 


199 CURRICULUM OF WORSHIP 


fection, who embodied all that there was in the 
nation of courage, or wisdom, of gentle, patient 
kindliness and of common-sense. 

(Theodore Roosevelt.) 

RESPONSE: 

God send us men of steadfast will, 
Patient, courageous, strong and true, 

With vision clear and mind equipped 
His will to learn, His work to do. 

Aut: Lincoln will ever be regarded in his- 
tory as the saviour of his country, one of the 
greatest Americans. By his courage, his jus- 
tice, his even temper, his fertile counsel, his 
humanity, he stood a heroic figure in the cen- 
ter of a heroic epoch. He is the true history 
of the American people in his time. 

(Ralph Waldo Emerson.) 

RESPONSE: 

God send us men with hearts ablaze, 
All truth to love, all wrong to hate, 

These are the patriots nations need, 
These are the bulwarks of the State. 

PRAYER: 

Our Father, we thank Thee for the heroism 
of Abraham Lincoln. We thank Thee that he 
stood so far above his fellow-men in ideals, in 
vision, and in courage that we may regard him 


FEBRUARY—SECOND SUNDAY 191 


as an example of true heroism and endeavor to 
imitate him in service to God, to country, and 
to our fellow-men. May we be as loyal to duty 
as he was, may we see the right as he saw it, 
and may we be as pure in heart’‘and purpose as 
was this great president of ours. AMEN. 

Prayer Hymn: 

God of the strong, God of the weak, 

Lord of all lands and our own land, 
Light of all souls from Thee we seek, 

Light from Thy light, strength from Thy 

hand. AMEN. 
(Tune, ‘‘Niagara.’’) 

OFFERTORY SERVICE: 

Let your light so shine before men that they 
may see your good works and glorify your 
father which is in heaven. 

Orrertory—Mvsic. 

RESPONSE: 

Of Thine own we offer, 
Of Thy gifts we give, 
Unto Thee O Father, 
In whose life all live. Amen. 
(For music see page 73.) 
Hymn: ‘‘O Beautiful for Spacious Skies.”’ 
RECESSIONAL TO CLASSES. 


FEBRUARY—-THIRD SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Not Alone for Mighty Empire.’’ 

ScriprurE: Romans 8 (35, 37-389). 

LEADER’s PRAYER. 

Memory Work: 

Review: Hymn, ‘‘Not Alone for Mighty 
Empire.’’ 

Who wrote the hymn that we have just sung? 
Where did Dr. Merrill get the suggestion for 
his hymn? What is the main theme of the 
hymn? (We should thank God for the inward 
glories of our country rather than for outward 
prosperity.) (Drill on main points of hymn. 
Sing through several times, and repeat the 
prayer verse without books.) 

New Work: Scripture, II Peter 1 (5-8), 
Christian Character Building. 

(Show picture, ‘St. Peter,’’ Durer.) 

It was the custom among early Christian 
writers to send out their writings not under 


their own names but under the name of some 
192 


FEBRUARY—THIRD SUNDAY 193 


greater Christian leader or even one of the 
Apostles. Oftentimes these writers knew the 
spirit of the teaching of their great leaders 
many of whose sayings had been handed down 
and could be quoted by their followers. St. 
Peter, as the greatest of the twelve disciples 
and the founder of the Church at Jerusalem, 
had many writings circulated under his name. 
It is hard to tell just which are Peter’s own 
words and which give his teaching written down 
by some one else. This is true in the case of 
the letter which is called in our New Testament 
II Peter. All we know about its author is that 
he was an earnest Christian teacher and a 
careful student of the literature of his time. 
His letter seems to have been intended for one 
of the churches of Asia Minor, for it was writ- 
ten to Gentile Christians. He was probably a 
member of the church to whom he wrote and 
was anxious that his fellow-Christians develop 
into the highest type of Christian charac- 
ter. 

False teachers had been preaching in Asia 
Minor, and the true Christian leaders were 
greatly concerned lest the churches might be in- 
fluenced by them. The purpose of the writer 
of II Peter was to keep Christ’s followers loyal 


194 CURRICULUM OF WORSHIP 


to His teaching. He is anxious that His read- 
ers have a right understanding of Christian 
truth. He calls their attention to the fact that 
God has done all that He can do for them. He 
has given Christ, His only son, for their salva- 
tion. Now the rest is in their hands. They 
already have faith, which is always the start- 
ing-point for the Christian. But to their faith 
they must add other qualities. Let us open our 
Bibles to II Peter 1 (5-8) and read what these 
qualities are. 

In this soil of faith must be planted first, 
virtue or goodness. To this in turn the Chris- 
tian must supply by his own efforts and sacri- 
fice, knowledge, which is knowledge of God in 
Christ, self-control, patience, godliness, broth- 
erly kindness, and love. 

How many of these Christian qualities which 
must be added to faith are mentioned? Let us 
read them together. These grow out of faith 
and are sometimes called the fruits of faith. 

(Read the passage together several times. 
Make a list of the Christian virtues on the 
blackboard, and drill on them. At last repeat 
passage without looking at books.) 

Memory VERSION: 

Yea, and for this very cause adding on your 


FEBRUARY—THIRD SUNDAY 195 


part all diligence, in your faith supply virtue; 
and in your virtue knowledge; and in your 
knowledge self-control; and in your self-control 
patience; and in your patience godliness; and 
in your godliness brotherly kindness; and in 
your brotherly kindness love. For if these 
things are yours and abound they make you to 
be not idle nor unfruitful unto the knowledge 
of our Lord Jesus Christ. 


Announcements 
Preparation for Worship 

THEME FoR SERVICE oF WorsHiP: Our Coun- 

try’s Heroes: George Washington. 

Picture: ‘‘Washington Crossing the Dela- 

ware,’’ Leutze. 

There can never be any doubt about the hero- 
ism of our first president. He was a brave 
soldier. It takes heroism to lead an army into 
battle. Itis said that Washington never asked 
his soldiers to take any risk that he, himself, 
did not take. He dared everything for the 
sake of his country. Can you tell me some in- 
stances where Washington showed his heroic 
spirit? (Ask some one to tell the story of the 
picture, “‘Washngton Crossing the Dela- 
ware.’”) 


196 CURRICULUM OF WORSHIP 


The Service of Worshap. 

Piano Pretups. ‘‘The Star-Spangled Ban- 
meray’ 

SALUTE TO Fac: 

Hail, brightest banner that floats on the gale, 
Flag of the country of Washington, hail! 
Red are thy stripes with the blood of the brave; 

Bright are thy stars as the sun on the wave; 
Wrapt in thy folds are the hopes of the free, 

Banner of Washington! blessings on thee. 

(William §S. Robinson.) 

Hymn: ‘‘God of Our Fathers Whose Al- 
mighty Hand.’’ 

Scripture: Deuteronomy 8 (1-10), ‘‘For the 
Lord thy God bringeth thee into a good 
land.’’ 

PRAYER: 

Our Father, we thank Thee that in our first 
president we have an example of true heroism. 
We thank Thee that while he fought valiantly 
for freedom and liberty, he believed in peace 
and harmony among the nations. We are 
proud that he wanted to win for our country a 
worthy place among the countries of the world 
by reason of our justice, our humanity, and our 
righteousness. May we too desire these vir- 
tues for our country and pledge ourselves to do 


FEBRUARY—THIRD SUNDAY = 197 


our part in keeping it a place where law and 
order, love and truth shall always reign! 
AMEN. 
Prayer Hymn: 
O Lord our God, Thy mighty hand 
Hath made our country free; 
From all her broad and happy land 
May worship rise to Thee; 
Fulfil the promise of her youth, 
Her liberty defend; 
By law and order, love and truth, 
America befriend! AMEN. 
(Henry van Dyke. Used by per- 
mission. ) 
OFFERTORY SERVICE: 
Give and it shall be given unto you, good 
measure, pressed down and running over. 
Orrertory—Music. 
RESPONSE: 
We give Thee but Thine own, 
Whate’er the gift may be, 
All that we have is Thine alone, 
A trust O Lord from Thee. Amen. 
(For music see page 64.) 
Hymn: ‘‘Lord, While for All Mankind We 
Pray.”’ 
RECESSIONAL TO CLASSES. 


FEBRUARY—-FOURTH SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Not Alone for Mighty Empire.”’ 

Scripture: II Peter 1 (5-8). 

LEADER’s PRAYER. 

Memory Work: 

Review: Scripture, II Peter 1 (5-8), Chris- 
tian Character Building. | 

What was the custom of the early Christian 
writers regarding the authorship of their writ- 
ings? In whose name was the letter from 
which we have just read written? What was 
the purpose of the letter? From what source 
does all Christian virtue start? Name those 
qualities which our author says that we must 
add to faith? (Read passage through several 
times, and repeat at last without books.) 

New Work: Hymn. ‘‘The Morning Light 
is Breaking.’’ | 

During this month, when we celebrate the 
birthdays of Lincoln and Washington, we have 


frequently sung the hymn, ‘‘My Country ’Tis 
198 


FEBRUARY—FOURTH SUNDAY 199 


of Thee.’’ It is interesting to know that its 
author, Rev. Samuel Francis Smith, in the 
same year that he wrote the patriotic hymn 
wrote also one of our great missionary hymns, 
‘‘The Morning Light is Breaking.’’ Love for 
the people of other countries ought always to 
go along with love for one’s own country. Dr. 
Smith loved both his own land and other lands. 
His two greatest hymns are a patriotic hymn 
and a missionary hymn. 

Dr. Smith was a classmate of the poet Oliver 
Wendell Holmes at Harvard University. He 
prepared for the ministry at Andover Theolog- 
ical Seminary and upon his graduation in 1832 
became editor of the ‘‘Baptist Missionary 
Magazine.’’ It was in this same year that he 
wrote his missionary hymn, ‘‘The Morning 
Light is Breaking.’’ It was immediately ac- 
cepted for publication in a new hymnal being 
published that year. Dr. Smith kept his posi- 
tion as editor of the Missionary magazine for 
two years. He then commenced his career as a 
minister of the Baptist church in the State of 
Maine. He never lost his interest in missions, 
and later we again find him an editor of the 
Baptist Missionary Union publications. He 
also visited many of the mission fields and had 


200 CURRICULUM OF WORSHIP 


the pleasure of hearing his own hymn sung at 
missionary gatherings in foreign lands. He 
once said that he had heard it sung in five or six 
different languages in Europe and Asia. 

Let us open our books to the hymn, ‘‘The 
Morning Light is Breaking,’’ and read it to- 
gether. 

The hymn is simply the story of people whose 
lives had been in darkness because they had 
never known about Christ. They had never 
heard the good news and had not accepted Him 
as their Saviour. The author is very happy 
and hopeful over what is occurring in these for- 
elon lands and prays that this ‘‘river of sal- 
vation’’ or the gospel of Christ may continue 
to flow on until every nation shall acknowledge 
that ‘‘The Lord is come.’’ 

(Call attention to the main theme of each 
verse. Drill on these points, and sing the 
hymn through several times.) 

Memory VERSION: 

The morning light is breaking, 
The darkness disappears, 

The sons of earth are waking, 
To penitential tears; 

Kach breeze that sweeps the ocean 
Brings tidings from afar, 


FEBRUARY—FOURTH SUNDAY 201 


Of nations in commotion, 
Prepared for Zion’s war. 


See heathen nations bending, 
Before the God we love, 

And thousand hearts ascending, 
In gratitude above, 

While sinners, now confessing, 
The gospel call obey, 

And seek the Saviour’s blessing, 
A nation in a day. 


Blest river of salvation, 
Pursue thy onward way; 
Flow thou to every nation, 
Nor in thy richness stay; 
Stay not till all the lowly, 
Triumphant reach their home; 
Stay not till all the holy 
Proclaim the Lord is come. 


Announcements 
Preparation for Worship 
THEME FOR SERVICE oF WorsuHIP: Heroes of 
the Cross To-day. 
Picture: Poster showing pictures of mis- 


202 CURRICULUM OF WORSHIP 


sionaries of recent times or large picture 
of Livingstone or Carey. 
(Tell the story of these men briefly or of 
Invingstone im Africa or Carey in India. 
Proceed directly to the Service of Worship.) 


The Service of Worship. 

Piano PRELUDE. 

Openine: (Unison) 

Give of thy sons to bear the message gloricus, 

Give of thy wealth to speed them on their 

way, 
Pour out thy soul for them in prayer victo- 
rious; 

And all thou spendest Jesus will repay. 

Hymn: ‘‘Heralds of Christ Who Bear the 

King’s Commands.’’ 

Scriprure: Acts 16 (6-10), ‘‘Come over 

into Macedonia and help us.’’ 

PRAYER: 

Our Father, we are no less proud of our 
heroes of to-day than of our heroes of the past. 
We thank Thee for the noble men and women 
who are giving up their homes and country to 
minister to those of other lands. We thank 
Thee that they have caught such a vision of 
Thee as to make all else but the coming of Thy 


FEBRUARY—FOURTH SUNDAY — 203 


kingdom seem unimportant. May we appreci- 
ate what these heroes of the mission fields are 
doing toward the bringing in of Thy kingdom 
and the spreading of brotherhood and good- 
will in the world. Grant that we may give 
them our support in every possible way. 
AMEN. 
Prayer Hymn: 


Fa -ther in heav-en, Hear us to - day; 


| 
Hal-lowed Thy name be; Hear’ us, we pray! 


O let Thy King-domcome,O let Thy will bedone, 





204 CURRICULUM OF WORSHIP 







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OFFERTORY SERVICE: 
Blessed is he that considereth the poor; the 
Lord will deliver him in time of trouble. 
OFFERTORY—M usic. | 
RESPONSE: 
Lord of all creation, 
Now before Thy throne, 
We Thy people bring Thee, 
Gifts that are Thine own. AMEN. 
(For music see page 73.) 
Hymn: ‘‘Fling out the Banner.”’ 
RECESSIONAL TO CLASSES. 


MarcH 
THE MEMORY CURRICULUM 


First Sunpay: Hymn, ‘‘Take My Life and 
Let It Be.’’ 

Seconp Sunpay: Scripture, Colossians 3 (12- 
15), ‘‘Put on therefore a heart of compas- 
sion.’’ 

THirp Sunpay: Hymn, ‘‘Hark the Voice of 
Jesus Calling.”’ 

FourtH Sunpay: Scripture, Ephesians 4 
(25-32), ‘‘Be ye kind one to another.’’ 


THE SERVICE OF WORSHIP 


Theme for the Month: Kindness. 

First Sunpay: Kindness in Thought. 

Seconp Sunpay: Kindness in Speech. 

THirnp SunDay: Kindness in Deed. 

FourtH Sunpay: Kindly Ministries to Those 
in Need. (Missionary.) 


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MARCH—FIRST SUNDAY 


The Memory Curriculum 

Hymn: ‘‘O Master Let Me Walk with 

Thee.’’ 

Scripture: II Peter 1 (5-8). 

LEADER’s PRAYER. 

Memory Work: 

Review: Hymn, ‘‘The Morning Light is 
Breaking.’’ 3 

What hymn-writer wrote both a missionary 
and a patriotic hymn in the same year? What 
are the names of these hymns? Give instances 
of Dr. Smith’s interest in missions. What is 
the theme of ‘‘The Morning Light is Break- 
ing’? (Review main thoughts of hymn. Sing 
through several times, the last tume using books 
only when necessary.) 

New Work: Hymn, ‘‘Take My Life and Let 
it Be.”’ 

(Show picture, ‘‘The Christ,’’ Hofmann.) 

We have before us one of the beautiful pic- 
tures of Christ painted by the artist Hofmann. 


As we look at it, we cannot help but be re- 
207 


208 CURRICULUM OF WORSHIP 


minded of how much Jesus gave to the world 
and to us. He gave His life, His love, and all 
His time in the service of mankind, and His 
hands and feet in doing His Father’s will. He 
is our great example of love and service. We 
must give ourselves to God and the work of 
His kingdom as Christ did. This we call con- 
secration, which means setting apart for a 
sacred purpose. "The purpose is to serve God 
and His world. We have a great Consecration 
Hymn. It begins 
‘‘Take my life and let it be 
Consecrated, Lord, to Thee.”’ 

It was written by a young Englishwoman, 
Frances Ridley Havergal, who, it might be said, 
was born in an atmosphere of hymns. Her 
father was a hymn-writer. He wrote over one 
hundred hymns. She was baptized by another 
hymn-writer, the Rev. John Cawood, author of 
‘Hark, What Mean Those Holy Voices.’’ She, 
herself, began to write hymns while very young 
and wrote them all her hfe. The number at- 
tributed to her is seventy-seven. 

It is often very hard to find out how many of 
our hymns came to be written and sometimes 
even who wrote them. In some cases we have 
never been able to learn anything about some 


MARCH—FIRST SUNDAY 209 


of our greatest hymns, but Frances Ridley 
Havergal wrote down the story of many of her 
hymns. From her own words we find that the 
hymn ‘‘Take My Life and Let It Be’’ was 
written while she was on a visit to Areley 
House in England in 1874. She says that sev- 
eral people in the house had never given them- 
selves to Christ. She prayed that God would 
use her as the means of bringing them all to 
Him. He answered her prayer. The last 
night of her visit the two daughters of the 
house consecrated their lives to the service of 
Christ. Now all in the house were Christians. 
It was nearly midnight, but being too happy to 
sleep Miss Havergal began to think of her own 
consecration, and the lines of the hymn formed 
themselves in her mind. 

Let us open our books and read Frances Rid- 
ley Havergal’s Consecration Hymn together. 

In the words of the first verse we offer our 
lives in consecration to God. Our days shall 
be spent in praise of Him. Let us read again 
the first verse. 

In the second verse we offer our hands in 
loving service and our feet to go where He di- 
rects. Let us read the second verse. 

In the third verse we surrender our wills to 


210 CURRICULUM OF WORSHIP 


Him and give Him our hearts. Let us read the 
third verse. 

In the fourth verse we give Him our love and 
ourselves to be His only and forever. Let us 
read the fourth verse. 

(Read the hymn through as a whole. Drill 
on points contained in each verse. Swing sev- 
eral times, the last time without looking at the 
books.) 

Memory VERSION: 

Take my life and let it be 
Consecrated, Lord, to Thee; 

Take my moments and my days, 
Let them flow in ceaseless praise. 


Take my hands, and let them move 
At the impulse of Thy love; 

Take my feet, and let them be, 
Swift and beautiful for Thee. 


Take my will, and make it Thine; 
It shall be no longer mine; 

Take my heart: it is Thine own; 
It shall be Thy royal throne. 


Take my love; my Lord, I pour 
At Thy feet its treasure store; 


MARCH—FIRST SUNDAY 211 


Take myself, and I will be 
Ever, only, all for Thee. 


Announcements 
Preparation for Worship 

THEME FOR SERVICE OF WorsHIP: Kindness 

in Thought. 

Picture: ‘‘Head of Christ,’’ Hofmann. 

We need only to look upon the face of Christ 
as painted by the artist Hofmann to know that 
His thoughts were always kind. Faces show 
very clearly the kind of thoughts that people 
think. Cross and ugly thoughts make cross 
and ugly faces while kind and loving thoughts 
make faces that people trust. The theme for 
our Service of Worship this morning will be 
‘Kindness in Thought.’’ 


The Service of Worship 

Piano PRELUDE. 

OPENING SENTENCE: 

Love suffereth long and is kind; love envieth 
not; love vaunteth not itself ;—is not easily pro- 
voked; thinketh no evil. 

Hymn: ‘‘Looking Upward Every Day.’’ 

SorrprurE: Colossians 3 (12-15), ‘‘Put on 

therefore a heart of compassion.”’ 

PRAYER: 


212 CURRICULUM OF WORSHIP 


Our Father, help us to think kindly of other 
people. Wilt Thou keep us from judging the 
conduct of others rashly and unfairly. May we 
always believe the best of everybody and look 
for the best in all our friends and companions. 
Help us to forgive those who injure us and to 
forget quickly the deeds and words which hurt 
us. May we be kind to each other always in 
thought, word, and deed. Amen. 

Prayer Hymn: 

Teach us, O Lord, true brotherhood, 

In daily thought and deed, 

That we may tread with humble heart, 

The path where Thou hast trod. Amen. 
(Tune, ‘‘Dalehurst.’’) 
OFFERTORY SERVICE: 

Whatsoever ye would that men should do 
unto you, do ye even so to them. 

OrrEerRToRY—Mvsic. 

RESPONSE: 

All things come of Thee, O Lord, 
And of Thine own have we given Thee. 
AMEN. 
(For music see page 55.) 
Hymn: ‘‘Heaven is Here, Where Hymns of 
Gladness.’’ 
RECESSIONAL TO CLASSES. 


MARCH-—-SECOND SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Take My Life and Let It Be.”’ 

ScriptuRE: Romans 8 (35, 37-39). 

LEADER’s PRAYER. 

Memory Work: 

Review: Hymn, ‘‘Take My Life and Let It 
Be.’’ 

Who wrote the hymn we have just sung? 
Tell me the names of some other hymns that 
Miss Havergal wrote. From whom did she 
inherit her talent? How did Miss Havergal 
come to write ‘‘Take My Life and Let It Be’’? 
We call this a consecration hymn. What does 
consecration mean? (Drill on main thoughts 
of each verse. Sing the hymn several times. 
Repeat without books.) 

New Work: Scripture, Colossians 3 (12- 
15), ‘‘Put on therefore a heart of compassion.”’’ 

(Show picture, ‘St. Paul,’’?’ Fra Bartolom- 
meo.) 


Who was it that wrote so many of the letters 
213 


214 CURRICULUM OF WORSHIP 


which we have in our New Testament? (St. 
Paul.) Most of the churches to whom Paul 
wrote had been founded by him on his mission- 
ary journeys. Just a short time ago we 
learned a passage from a letter to a church 
which he had not founded. What was that let- 
ter? (Romans.) To-day we are going to 
learn a portion of another letter written by 
Paul to a church not founded by him but by 
one of his followers called by Paul in his letter 
Epaphras. His real name was Epaphroditus. 
We do not know much about him except that 
he was one of Paul’s ministers and that Paul 
thought very highly of his teaching. His 
church was at Colosse, and it is believed that 
this church was founded by Epaphras, for Paul 
never reached Colosse on any of his journeys. 
It is situated in Phrygia, in Asia Minor on the 
banks of the Lycus. (Point out the location of 
Colosse on the map.) From the letter itself 
we learn that the people of the Colossian church 
were not known to Paul personally, although 
they were familiar with his gospel through the 
teachings of their leader Epaphras. 

Paul was in Rome when he wrote the letter 
to the Colossians, and Epaphras was with 


MARCH—SECOND SUNDAY 215 


him; in fact, Epaphras had come to Rome for 
the purpose of telling Paul about the dangers 
to which his church at Colosse was exposed 
because of the false teachers at work among 
the churches of Asia Minor. These teachers 
were trying to get the Colossians to accept 
something beside the straight, plain gospel 
which Paul taught about Christ and which had 
been preached to them by Epaphras. This new 
teaching was a combination of Christian, Jew- 
ish, and Oriental ideas, and some people were 
accepting it in place of what Epaphras had 
taught. So Paul wrote his letter to the Colos- 
sian church members warning them against 
teachings which were not Christian. He told 
them that since they had accepted Christ and 
were now His followers, they must live different 
lives and put away from them many of the 
things which they had done before. Let us 
open our Bibles to Colossians 3 (12-15) and 
read what Paul tells the Colossians is the way 
for Christians to live. 

He calls their attention to the fact that they 
are now God’s elect, or that they now live 
among men as God’s chosen people. They 
must act worthily of their new honor and live 


216 CURRICULUM OF WORSHIP 


gracious, kindly lives. As they are all mem- 
bers together of one church, the church 
of Christ, they must love one another and 
forgive one another as Christ had forgiven 
them. 

(Read the passage through agun. Write a 
list on the blackboard of the Christian traits 
mentioned wm the passage. Drill on these. 
Read passage through several tumes, the last 
time without looking at books.) 

Memory VERSION: 

Put on therefore, as God’s elect, holy and 
beloved, a heart of compassion, kindness, lowli- 
ness, meekness, longsuffering; forbearing one 
another, and forgiving each other, if any man 
have a complaint against any; even as the Lord 
forgave you, so also do ye: and above all these 
things put on love, which is the bond of per- 
fectness. And let the peace of Christ rule in 
your hearts, to the which also ye were called 
in one body; and be ye thankful. 


Announcements 
Preparation for Worship 
THEME FOR SERVICE OF WorsHIP: Kindness 
in Speech. 


MARCH—SECOND SUNDAY — 217 


Picture: ‘‘Christ Blessing Little Chil- 

dren,’’ Plockhorst. 

We all like to feel that little children love 
and trust us. In order to win their affection 
and confidence we must speak kindly and gently 
to them. Should we speak harshly, they would 
run away from us. We know that Jesus must 
have spoken in a kindly manner to the children, 
for they liked to be with Him. They were not 
afraid to trust Him. The picture shows them 
gathered very closely about Him. 

Kindness in speech wins not only little chil- 
dren but older folks as well. The people that 
we like to be with are those who always speak 
kindly of others. The people that we avoid are 
those who speak unkindly of absent friends. 
We are going to think to-day in our Service of 
Worship about kindness in speech. 


The Service of Worship 

Piano PRELUDE. 

OPENING SENTENCE: 

Keep thy tongue from evil and thy lips from 
speaking guile. 

RESPONSE: 


218 CURRICULUM OF WORSHIP 


Let the words of my mouth and the meditations 
of my heart, 

Be acceptable in Thy sight, O Lord, my strength 
and my Redeemer. AMEN. 


(For music see page 43.) 


Hymn: ‘‘Lord, for To-morrow and _ its 
Needs, I Do Not Pray.”’ 


ScriptuRE: Ephesians 4 (25-32), ‘‘ Where- 
fore, putting away falsehood, speak ye 
truth each one with his neighbor.”’ 


PRAYER: 


Our Father, wilt Thou help us to guard the 
words we say. May kindness be underneath 
all our speech. May we always speak the truth 
and be thoughtful of the feelings of others in 
not wilfully saying the things that will hurt. 
May we be careful to speak well of others in 
their absence and to defend the absent one when 
others speak unfairly or unkindly of him. 
Grant that we may guard well our speech at 
home, at school, and at play. May it be clean 
and kind as well as truthful. Amen. 

Prayer Hymn: 


MARCH—SECOND SUNDAY 219 


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OFFERTORY SERVICE: 
Take ye up from among you an offering unto 
the Lord; 
Whosoever is of a willing heart, let him bring it. 
OrrerTtory—Mvsic. 
RESPONSE: 
Bless Thou the gifts our hands have brought, 


220 CURRICULUM OF WORSHIP 


Bless Thou the work our hearts have planned, 
Ours is the faith, the will, the thought, 
The rest, O God, is in Thy hand. Amen. 
(For music see page 91.) 
Hymn: ‘‘Lord, Speak to Me that I May 
Speak.”’ 
RECESSIONAL TO CLASSES. 


MARCH——-THIRD SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Take My Life and Let It Be.’’ 

Scripture: Colossians 3 (12-15). 

LEADER’S PRAYER. 

Memory Work: 

Review: Scripture, Colossians 3 (12-15), 
‘Put on therefore a heart of compassion.”’ 

What letters did Paul write to churches that 
he did not found? (Romans and Colossians.) 
Who founded the church at Colosse? How did 
it happen that Paul had never visited this 
church? (It did not lie on the route of any of 
his journeys.) Point out Colosse on the map. 
How did Paul come to write the letter to the 
Colossians? (Repeat several times the list of 
Christian traits mentioned in the passage. 
Read the passage together again, and repeat 
without looking at books.) 

New Work: Hymn, ‘‘Hark, the Voice of 
Jesus Calling.’’ 

(Show picture: ‘‘Isaiah,’’ Sargent.) 

221 


222 CURRICULUM OF WORSHIP 


This is a picture of one of the prophets taken 
from Sargent’s ‘‘Frieze of the Prophets,’’ 
which we have seen many times. Which one 
is this? (Isaiah.) Isaiah was the greatest of 
Israel’s prophets. He had become a preacher 
to his people because of a very clear call that 
he had had from Jehovah to do this work. The 
story is told in the Old Testament book bearing 
his name. Let us open our Bibles to Isaiah 6 
(1-8) and read it together. Isaiah had a vision 
of the Lord and heard His voice saying, 
‘Whom shall I send and who will go for us?’’ 
Isaiah replied, ‘‘Here am I, send me.’’ 

These words have been used as a text for 
many a sermon, and under their inspiration 
men have entered the service of Christ. Some 
have crossed the ocean to serve Him on the 
mission field in response to the question, 
‘“Whom shall I send and who will go for us?”’ 
while others, like Isaiah, have stayed in the 
home land and preached to their own people in 
accordance with God’s will. 

A minister by the name of Daniel March used 
this text for a sermon in Philadelphia in the 
year 1868. After he had prepared his sermon, 
he could not find any hymn to sing at its close 
that seemed to suit its thoughts. So he sat 


MARCH—THIRD SUNDAY 223 


down to write one that would be appropriate, 
and upon that occasion Rev. Daniel March 
wrote the only hymn by which he is known to- 
day as ahymn-writer. That hymn was ‘‘ Hark 
the Voice of Jesus Calling,’’ and it was sung 
from the manuscript at the close of his sermon. 
To-day we find it in nearly all of our hymnals. 
It has been sung to many different tunes. It 
is a great missionary hymn. 

Let us open our hymn-books and read the 
hymn. together. 

The idea of the first verse is that Jesus is 
calling for men to go and work for Him. The 
author compares the world where men are wait- 
ing to hear about Jesus to a field with grain all 
ready to be cut and carried away. In the last 
line he asks the question, ‘‘Who will answer, 
gladly saying, ‘Here am I, O Lord, send me,’ ”’ 
using the same words that Isaiah used in reply 
to Jehovah’s question, ‘‘ Whom shall I send and 
who will go for us?’’ Let us read again the 
first verse. 

In the second verse the author suggests that 
if we cannot cross the ocean to work in mission 
lands, we can find needy people here at home to 
help, perhaps at our very door. Also if we 
cannot give great sums of money but do what 


224 CURRICULUM OF WORSHIP 


we can willingly and gladly, that service will be 
precious in the sight of Jesus. Let us read 
the second verse. 

The third verse calls attention to the great 
amount of work to be done and charges us 
not to say, ‘‘There is nothing I can do,’’ but to 
perform each task gladly that the Master gives 
and when He ealls to answer quickly, ‘‘Here 
am I, send me.’’ Let us read the third verse. 

(Sing the hymn through. Question the chil- 
dren as to the main thoughts of each verse, and 
sing again looking away from books when pos- 
sible.) 

Memory VERSION: 

Hark! the voice of Jesus calling, 
Who will go and work to-day? 
Fields are white and harvests waiting, 
Who will bear the sheaves away? 
Earnestly the Master calleth, 
Rich reward He offers free; 
Who will answer, gladly saying, 
‘‘Here am I, O Lord, send me.’’ 


If you cannot cross the ocean, 

And far mission lands explore, 
You can find the needy nearer, 

You can help them at your door; 


MARCH—THIRD SUNDAY 225 


If you cannot give your thousands, 
You can serve with willing might; 
And whate’er you do for Jesus 
Will be precious in His sight. 


Let none hear you idly saying, 
‘There is nothing I can do.’’ 
While the souls of men are dying, 
And the Master calls for you. 
Take the task He gives you gladly; 
Let His work your pleasure be; 
Answer quickly when He calleth, 
‘Here am I, O Lord, send me.”’ 


Announcements 
Preparation for Worship 

THEME FoR SERVICE OF WorsHIP: ‘‘ Kindness 

in Deed.’’ 

Prcturge: ‘‘The Good Samaritan,’’ Plock- 

horst. 

We have been thinking this month about kind- 
ness. We find in Jesus our example for kind- 
ness in thought and kindness in speech. So, 
also, for kindness in deed, which is the theme 
for our Service of Worship to-day, we cannot 
find any example comparable to that of Jesus’ 
teaching. One of the greatest deeds of kind- 


926 CURRICULUM OF WORSHIP 


ness that we have on record was that described 
by Jesus in His story of the good Samaritan. 
The picture that we have before us will remind 
us of what kindness in deed really means ac- 
cording to the teaching of Jesus. 


The Service of Worship 

Prano PRELUDE. 

OPENING SENTENCE: 

Be ye kind one to another, tender-hearted, 
forgiving each other, even as God also in Christ 
forgave you. 

Hymn: ‘‘Have You Had a Kindness Shown, 

Pass It On.’’ 

Scriprure: Luke 6 (27-35), ‘‘As ye would 
that men should do to you, do ye also to 
them likewise.’’ 

PRAYER: 

Our Father, we know that there are many 
ways in which we can be kind. We would be 
kind in thought and in word but above all we 
would be kind in deed, for we believe that the 
acts we do are more far-reaching than anything 
which we might think or say. Grant that we 
may never omit to do any act of service that 
comes in our way. When others show kindness 
to us and we cannot repay them, may we not 


MARCH—THIRD SUNDAY 227 


forget that we can pass that kindness on and 
that it will become a part of that universal 
spirit of good-will, which we so hope to see 
in the world and which Jesus came to bring. 


AMEN. 
Prayer Hymn: 
en? ay). LS Waa St PE Se aR 
LUA ZS he a a : maa 


1. E - ter- nal Life,whose love di-vine En- 
2,O may we serve in thoughtanddeed Thy 


folds us each and all, We know no oth- er 
ES don yet 16 Till Truth and Right-eous - 
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ao) eee ee eee eee ete ipa 


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truth than Thine,We heed no oth-er call. 
ness and Love Shalllead all souls to Thee. A-MEN, 


228 CURRICULUM OF WORSHIP 


OFrreRTORY SERVICE: 
Let us not be weary in well-doing for in due 
season we shall reap if we faint not. 
Orrertory—Mvsic. 
RESPONSE: 
We give Thee but Thine own, 
Whate’er the gift may be, 
All that we have is Thine alone, 
A trust O Lord from Thee. AMEN. 
(For music see page 64.) 
Hymn: ‘‘Master, No Offering Costly and 
Sweet.’’ 
RECESSIONAL TO CLASSES. 


MARCH—FOURTH SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Hark, the Voice of Jesus Calling.’ 

Scripture: Colossians 3 (12-15). 

LeaDER’s PRAYER. 

Memory Work: 

Review: Hymn, ‘‘Hark the Voice of Jesus 
Calling.’’ 

Who wrote the song that we have just sung? 
How did the Rev. Daniel March come to write 
the hymn? Tell me the story of Isaiah’s call. 
Where do we find this in our Bibles? What is 
the theme of Mr. March’s hymn based on this 
story? (Drill on main thoughts of each verse, 
and then sing txe hymn several tumes. Repeat 
without books, 1f possible.) 

New Work: Scripture, Ephesians 4 (31-32), 
‘Be ye kind one to another.”’ 

The last two of Paul’s letters which we have 
studied were written to churches not founded 
by him. Another of Paul’s letters is ealled 


Ephesians in our New Testament. From this 
229 


230 CURRICULUM OF WORSHIP 


we might suppose that it was written to the 
church at Ephesus. The church at Ephesus 
had been founded by Paul, and he returned 
there a second time. He had preached three 
months in a synagogue and two years in a 
public house in that city and had many intimate 
friends there. In this letter called Ephesians 
we find no greeting to any of these friends. 
This is unusual, for it was Paul’s custom to 
include personal greetings in his letters to the 
churches. This would seem to be a_ strange 
omission in the case of Ephesus because Paul 
knew the people there better than he did those 
of any other church. Among them were some 
of his closest friends. 

The letter itself implies that his knowledge 
of the people to whom it was written was only 
by hearsay. Hence we begin to wonder about 
it. People who have studied the matter very 
carefully: now tell us that the earliest manu- 
scripts did not contain the words ‘‘at Ephesus’’ 
in the salutation. They say that the letter was 
probably written to the church at Laodicea, be- 
cause Marcion, a great teacher of the second 
century, called it the ‘‘Epistle to the Laodi- 
ceans.’’ Then in the letter to the Colossians 
Paul refers to a letter which he had written 


MARCH—FOURTH SUNDAY 231 


to the Laodiceans. He asked that the two 
churches exchange the letters after they had 
read them. This seems a reasonable supposi- 
tion for Tychicus, the bearer of the letter to the 
Colossians, would have to pass through Laodi- 
cea on his way from Rome to Colosse and could 
easily leave a letter there. The two cities were 
only eleven miles apart, and churches situated 
in them would be subject to the same dangers 
from without and need much the same counsel. 
Or, if the letter was not written especially for 
the Laodiceans, it may have been a circular 
letter written for a group of churches, among 
which were Laodicea and Ephesus. In this 
case the omission of personal greeting would 
be expected. 

The two letters, Colossians and Ephesians, 
are very similar and the teaching of the passage 
from Ephesians which we are going to learn 
to-day 1s much the same as that which we 
learned from Colossians regarding the Chris- 
tian way of living. But it contains one of the 
great verses of the Bible, ‘‘Be ye kind one to 
another, tender-hearted, forgiving each other, 
even as God also in Christ forgave you,’’ and 
for this reason we want to learn it. 

Let us open our Bibles to Ephesians 5 (25- 


232 CURRICULUM OF WORSHIP 


32) and read this passage together. We will 
only learn verses 31 and 32. (Read these 
verses together several times, and repeat verse 
82 without books.) 

Memory VERSION: 

Let all bitterness and wrath, and anger and 
clamor, and railing, be put away from you, 
with all malice: and be ye kind one to another, 
tender-hearted, forgiving each other, even as 
God also in Christ forgave you. 


Announcements 
Preparation for Worship 
THEME FoR SERVICE oF WorsuHiP: Kindly 
Ministries to Those in Need. 
Picture: ‘‘Christ Healing the Sick,’’ Hof- 
mann. 
In the hymn which we have just been singing 
are the words, 
‘<Tf you cannot cross the ocean, 
And far mission lands explore, 
You can find the needy nearer, 
You can help them at your door.’’ 
We shall always find opportunities to help 
people, as we go about our daily tasks. Jesus 
did not have some days set apart for preaching 
and some for teaching and some for healing the 


MARCH—FOURTH SUNDAY — 233 


sick. He always did what was needed at the 
time. It might be speaking a kindly word, 
teaching a much needed lesson, healing the sick, 
or telling about His Father’s love. He never 
passed any by who needed His ministries. The 
theme for our Service of Worship to-day will 
be ‘‘Kindly Ministries to Those in Need.”’ 


The Service of Worship 
Piano PRELUDE. 
OPENING SENTENCE: 
The spirit of the Lord is upon me, 
Because he anointed me to preach good tidings 
to the poor. 

Hymn: ‘‘Where Cross the Crowded Ways 
of Life.’’ 

Scripture: Matthew 25 (34-40), ‘‘Inasmuch 
as ye did it unto one of these my brethren, 
even these least, ye did it unto me.”’ 

PRAYER: 

Our Father, we cannot forget the example of 
Jesus who went among the sick and into the 
homes of the poor and needy with His minis- 
tries. We also want to minister in His name 
and according to His teaching. May we give 
comfort and cheer where we see that it is 
needed and time and money generously in His 


234 CURRICULUM OF WORSHIP 


service. May we acquaint ourselves with the 
conditions in our own community and do our 
part in making them better. May we seek to 
relieve suffering and distress on every hand, 
in Jesus’ name. AMEN. 
Prayer Hymn: 
Take my life and let it be 
Consecrated, Lord, to Thee; 
Take my moments and my days, 
Let them flow in ceaseless praise. 


Take my hands, and let them move 
At the impulse of Thy love; 
Take my feet, and let them be 
Swift and beautiful for Thee! Amen, 
(‘‘Hymnal for American Youth.’’) 
OFFERTORY SERVICE: 
Not what we give but what we share, 
For the gift without the giver is bare, 
Who gives himself with his alms feeds three, 
Himself, his hungering neighbor and Me. 
OFrrEertory—M vsic. 
RESPONSE: 
Father we bring to Thee, 
Gifts of our love, 
Wilt Thou accept them now, 
As Thine above? 


MARCH—FOURTH SUNDAY — 235 


Thou hast so freely given 
All that we need, 
Our gifts, and hearts and lives 
Are Thine indeed. Amen. 
(For music see page 46.) 
Hymn: ‘‘Let Not Thy Hands Be Slack.’’ 
RECESSIONAL TO CLASSES. 


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APRIL 
THE MEMORY CURRICULUM 


First Sunpay: Hymn, ‘‘Joyful, Joyful, We 
Adore Thee.’’ 

Seconp Sunpay: Scripture, Matthew 21 (9- 
11), ‘‘Hosanna to the Son of David.’’ 

Turrp Sunpay: Hymn, ‘‘Christ the Lord is 
Risen To-day.’’ 

FourtH Sunpay: Scripture, Psalm 67, ‘‘Let 
the people praise Thee O, God.’’ 


THE SERVICE OF WORSHIP 


Theme for the Month: Joy and Hope. 

First Sunpay: The Joy of Living for God. 

Seconp Sunpay: Songs Welcome the Redeem- 
er. (Palm Sunday.) 

Tuirp Sunpay: The Resurrection Hope. 
(Easter. ) 

FourtH Sunpay: The Hope of the World. 
(Missionary. ) 
(The order of these programs should be 

changed to suit the date of Easter.) 


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APRIL-——FIRST SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Take My Life and Let It Be.”’ 

ScriptuRE: Ephesians 4 (25-32). 

LEapER’s PRAYER. 

Memory Work: 

Review: Scripture, Ephesians 4 (31-32), 
‘‘Be ye kind one to another.’’ 

Who wrote the letter called Ephesians? What 
had Paul’s relation been to the church at 
Ephesus? (He had founded it, had preached in 
the city for over two years, and had many 
friends among the Ephesians.) How have 
scholars come to feel concerning this letter? 
(That it was not written to the church at Ephe- 
sus.) How do they explain the words ‘‘at 
Ephesus’’ in the salutation? (A later addi- 
tion.) What are their conclusions regarding 
the letter? (That it was written to the church 
at Laodicea or that it was a circular letter writ- 
ten to a group of churches.) To what other 


letter are its teachings similar? (Colossians.) 
239 


240 CURRICULUM OF WORSHIP 


(Read passage through several times and re- 
peat without books.) 

New Work: Hymn, ‘‘Joyful, Joyful, We 
Adore Thee.’’ 

Just as soon as the birds begin to sing in 
the Springtime and the flowers appear in the 
meadows and woods, we feel a new joy in our 
hearts. We feel more like singing than we have 
done during the long and dreary winter with its 
many dark and stormy days. The songs also 
that we like to sing are those that sound a joy- 
ful note. It seems as if our hearts unfold like 
the flowers about us and that all nature is call- 
ing to us to rejoice in the Creator and to sing 
His praise. 

We have a hymn which expresses for us these 
feelings of joy with which nature abounds and 
which calls us to the joyful worship of the God 
of glory. The hymn begins ‘‘Joyful, joyful, 
we adore Thee.’’ It is called the ‘‘Hymn to 
Joy’’ and was written by Dr. Henry van Dyke 
in the year 1908. 

Dr. van Dyke is one of the great men of our 
day. He is a writer, a minister and a states- 
man. He was born in Germantown, Pa., and 
graduated from Princeton University, where 
later he returned as professor of English litera- 


APRIL—FIRST SUNDAY 241 


ture. He preached for seventeen years at the 
Brick Presbyterian Church in New York City 
and has been United States Minister to the 
Netherlands. 

He has written both prose and poetry. We 
know his story of ‘‘The Other Wiseman,’’ which 
we read at Christmas-time, and we sing his 
hymns ‘‘Jesus Thou Divine Companion”’ and 
‘‘Q Lord, our God Thy Mighty Hand’’ in our 
Services of Worship. The ‘‘Hymn to Joy’’ 
that we are going to learn to-day is one of his 
finest hymns. Let us open our books to this 
hymn and read it together. 

Did you notice the musical ring of the lines? 
The hymn almost sings itself without the music. 
But we have a splendid tune to which to sing 
it, an arrangement from one of the works of 
the great composer Beethoven. 

We will now listen while the pianist plays the 
music and notice how well it fits the words. 

Both words and music make us feel the joy of 
praising God. They make us feel the gladness 
that is all about us in the sunshine, the rippling 
waters, the singing birds, and blossoming mead- 
ows. They make us feel the love of Christ and 
inspire us to love each other. We should go 
forth joyfully, confident in Christ’s love which 


242 CURRICULUM OF WORSHIP 


is reigning over us and the love which we have 
for each other. 

(Read the hymn together again. Sing the 
hymn through several times and repeat the first 
verse without the books.) 

Memory VERSION: 

Joyful, joyful, we adore Thee, 
God of glory, Lord of love; 
Hearts unfold like flowers before Thee, 
Hail Thee as the sun above. 
Melt the clouds of sin and sadness; 
Drive the dark of doubt away; 
Giver of immortal gladness, 
Fill us with the light of day! 


All Thy works with joy surround Thee, 
Karth and heaven reflect Thy rays, 

Stars and angels sing around Thee, 
Center of unbroken praise; 

Field and forest, vale and mountain, 
Blossoming meadow, flashing sea, 

Chanting bird and flowing fountain, 
Call us to rejoice in Thee. 


Thou art giving and forgiving, 
Ever blessing, ever blest, 
Well-spring of the joy of living, 


APRIL—FIRST SUNDAY 243 


Ocean depth of happy rest! 
Thou the Father, Christ our Brother,— 
All who live and love are Thine: 
Teach us how to love each other, 
Lift us to the Joy Divine. 


Mortals join the mighty chorus, 
Which the morning stars began; 
Father-love is reigning o’er us, 
Brother-love binds man to man. 
Ever singing march we onward, 
Victors in the midst of strife; 
Joyful music lifts us sunward 
In the triumph song of life. 
(Henry van Dyke. Used by permis- 
sion of Charles Scribner’s Sons.) 


Announcements 
Preparation for Worship 

THEME For Service or WorsHIP: The Joy of 

Living for God. 

Picture: ‘‘The Song of the Lark,’’ Breton. 

The people who recognize the Father’s love 
and care should be the happiest people in the 
world, for they have nothing to fear. It is 
fear of all sorts that keeps joy away. There 
are plenty of things in the world to bring joy 


244. CURRICULUM OF WORSHIP 


to men’s hearts if they would but look around 
them. It does not come with riches but through 
the simpler blessings of life. The girl in the 
picture is happy. We see that from the ex- 
pression on her face. She finds joy in the sing- 
ing of a lark and the beautiful morning. She 
is glad for the sunshine and the beauties of 
nature all about her. Let us find our joy in 
the things which God has created for us and in 
serving and living for Him. We will think of 
these things in our Service of Worship this 
morning. 


The Service of Worship 

Piano PRELUDE. 

Opentne SENTENCES: 

To the man that pleaseth him, God giveth 
wisdom and knowledge and joy. 

The meek also shall increase their joy in the 
Lord, and the poor among men shall rejoice in 
the Holy One of Israel. 

Hymn: ‘‘Rejoice, Ye Pure in Heart.’’ 

Scripture: Isaiah 61 (10-11), ‘‘I will 

greatly rejoice in the Lord, my soul shall 
be joyful in my God.’’ 

PRAYER: 

Our Father, we know that there is no joy so 


APRIL—FIRST SUNDAY 249 


great as the joy of living for Thee. We thank 
Thee that Christ showed us the way of life ac- 
cording to Thy will. May we find our happi- 
ness along that way. We know the joy that 
comes from serving others. May we expe- 
rience that joy and through such service bring 
joy into the lives of others. We thank Thee 
that Thy religion is a religion of joy and that 
if our lives are right with Thee, we shall have 
happy and contented lives, secure in the knowl- 
edge of Thy love and care. AMEN. 
Prayer Hymn: 
Lead on, O King Eternal, 
We follow not with fears, 
For gladness breaks like morning 
Where e’er Thy face appears; 
Thy cross is lifted o’er us; 
We journey in its light; 
The crown awaits the conquest; 
Lead on, O God of might. Amen. 
(‘‘Hymnal for American Youth.’’) 
OFFERTORY SERVICE: 
Every good and every perfect gift is from 
above, coming down from the Father, 
Freely ye have received, freely give. 
OFFERTORY—Music. 
RESPONSE: 


246 CURRICULUM OF WORSHIP 


We give Thee but Thine own, 
Whate’er the gift may be, 
All that we have is Thine alone, 
A trust O Lord from Thee. AMEN. 
(For music see page 64.) 
Hymn: ‘‘With Happy Voices Singing.’’ 
RECESSIONAL TO CLASSES. 


APRIL——-SECOND SUNDAY 


The Memory Curriculum 

Hymn: ‘Joyful, Joyful, We Adore Thee.’’ 

Scripture: Ephesians 4 (31-32). 

LEADER’S PRAYER. 

Memory Work: 

Review: Hymn, ‘‘ Joyful, Joyful, We Adore 
Thee.’’ 

Who wrote the hymn that we have just sung? 
What is it sometimes called? (The Hymn to 
Joy.) Tell me something about Dr. van Dyke. 
What other hymns has he written? What are 
some of the things mentioned in the hymn which 
call to us to rejoice in God? (Read hymn to- 
gether and sing again. Repeat first verse with- 
out books.) 

New Work: Scripture, Matthew 21 (9-11), 
‘‘Hosanna to the Son of David.’’ 

(Show picture: ‘‘Christ’s Triumphal En- 
try,’’ Copping.) 

What is the event that this picture portrays? 


Tell me the story of Christ’s triumphal entry 
247 


248 CURRICULUM OF WORSHIP 


into Jerusalem. All of the gospels tell this 
story with only slight differences. None of 
them, however, gives the details of the journey. 
Jesus had been in Jericho where he had restored 
the sight of two blind men. His disciples and 
a multitude of people were following Him. 
They would have to go up an elevation of three 
thousand feet to reach Jerusalem. John says 
that they stopped at Bethany, the home of 
Martha, Mary, and Lazarus, the friends with 
whom Jesus stayed the last few evenings of 
His life. It must have been on Friday after- 
noon when they reached Bethany, for John says 
that it was just six days before the Pass- 
over. 

Bethany is about two miles from Jerusalem. 
(Trace the journey on the map and point out 
Bethany.) 

Jesus stayed at Bethany until the next day. 
It was at Bethphage, which lies between Beth- 
any and Jerusalem on the eastern side of the 
Mount of Olives, that Jesus sent out the two 
disciples, probably Peter and John, to find for 
Him the colt upon which He was to ride into 
Jerusalem. This was in fulfilment of an an- 
cient prophecy. Let us turn to Zechariah 9:9 
and read this prophecy. Now let us turn to the 


APRIL—SECOND SUNDAY 249 


story of the triumphal entry as Matthew tells 
it and see how closely his account follows 
Zechariah’s prophecy. Matthew 21 (1-11). 

Jesus rode into Jerusalem on a colt. Other 
kings of His day would have ridden upon a war- 
horse, but Jesus came as a peaceful King. The 
crowd received Him enthusiastically, waving 
branches which they cut from the palm trees 
by the wayside. They shouted ‘‘Hosanna to 
the Son of David,’’ which meant that they wel- 
comed Him as the long expected Messiah, for 
‘‘Hosanna’’?’ means ‘‘Hail’’? or ‘‘Welcome.”’ 
They also sang, ‘‘Blessed is he that cometh in 
the name of the Lord,’’ which was one of the 
Passover Psalms. Let us read again the greet- 
ing to our Lord on this first Palm Sunday, 
verses 9-11. These are the verses which we 
shall learn this morning. 

(Read verses several times and repeat with- 
out books.) 

Memory VERSION: 

And the multitudes that went before him, and 
that followed, cried, saying, Hosanna to the 
Son of David: Blessed is he that cometh in the 
name of the Lord; Hosanna in the highest. 
And when he was come into Jerusalem, all the 
city was stirred, saying, Who is this? And the 


200 CURRICULUM OF WORSHIP 


multitudes said, This is the prophet, Jesus, from 
Nazareth of Galilee. 


Announcements 
Preparation for Worship 
THEME FOR Service oF WorsHrp: Joyful 
Songs of Welcome to the Redeemer. 

Picture: ‘‘The Triumphal Entry,’’ Plock- 

horst. 

To-day in churches all over the world will be 
celebrated the anniversary of the triumphal en- 
try of Jesus into Jerusalem. We call the day 
Palm Sunday. We place palms in our churches 
to show that we welcome Him there as the 
people so long ago welcomed Him into Jeru- 
salem. But we can give Him a greater welcome 
still. We can welcome Him into our hearts, 
and so the day has also been set apart as a 
day on which to acknowledge Christ as our 
Saviour and to signify our intention of some 
day uniting with His great church on earth. 


The Service of Worship 
Prano Pretupe: The Palms. 
Opentne: (Unison): 
Hosanna. loud hosanna, 


APRIL—SECOND SUNDAY 201 


To Christ the children’s King, 
We’ll honor and obey Him, 
And youthful tribute bring. 
(C. Newman Hall.) 

Hymn: ‘‘All Glory, Laud and Honor.’’ 

Scripture: Psalm 24 (7-10), ‘‘Lift up your 

heads, O ye gates.”’ 

PRAYER: 

O Lord, our Master and our King, we rejoice 
in Thee to-day. In commemoration of Thy 
triumphal entry into Jerusalem we sing our 
Hosannas with joy in our hearts as did the chil- 
dren of old. We are glad that there were chil- 
dren among those who watched for Thy coming 
into Jerusalem on that first Palm Sunday. We 
are sure that Thou wert glad that they were 
there to give Thee welcome. We thank Thee 
for Thy love for the children, and to-day we 
Thy children welcome Thee into our hearts and 
lives. Help us to serve Thee faithfully all the 
days of our life. Amen. 

Prayer Hymn: 

Fairest Lord Jesus, 

Ruler of all nature, 

O Thou of God and man the Son; 

Thee will I cherish, 


252 CURRICULUM OF WORSHIP 


Thee will I honor, 
Thou, my soul’s glory, joy and crown. AMEN. 
(‘‘Hymnal for American Youth.’’) 
OFrFERTORY SERVICE: 
Remember the words of the Lord Jesus, how 
he said, 
It is more blessed to give than to receive. 
OrFeRToRY—Muvsic. 
RESPONSE: 
Of Thine own we offer, 
Of Thy gifts we give, 
Unto Thee O Father, 
In whose life all live. Amen. 
(For music see page 73.) 
Hymn: ‘‘Hosanna, Loud Hosanna, the 
Little Children Sang.’’ 
RECESSIONAL TO CLASSES. 


APRIL-—-THIRD SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Joyful, Joyful, We Adore Thee.’’ 

Scripture: Matthew 21 (9-11). 

LEADER’S PRAYER. 

Memory Work: 

Review: Scripture, Matthew 21 (9-21), 
‘‘Hosanna to the Son of David.’’ 

What is the meaning of the words ‘‘Hosanna 
to the Son of David’’? Upon what occasion 
were they used? Describe Jesus’ journey from 
Jericho to Jerusalem. How did he secure the 
colt upon which he rode? What was the ancient 
prophecy which was fulfilled in Jesus’ triumphal 
entry into Jerusalem? (Read the passage 
again and repeat without books.) 

New Work: Hymn, ‘‘Christ the Lord is 
Risen To-day.’’ 

Kaster is the supreme festival day of the 
Christian church. It has been called the Fes- 
tival of the Joy of Life. It signifies victory, 
the victory of life over death; therefore Kaster 


hymns should be joyful and triumphant. We 
253 


254 CURRICULUM OF WORSHIP 


have a great many Easter hymns, for Haster, 
like Christmas, has been an inspiring theme to 
our hymn-writers and poets. One of our earli- 
est hymns is an Haster hymn called ‘‘The Day 
of Resurrection’’ written nearly 1200 years ago 
by John of Damascus and used in the Greek 
Church. The Latin Church also has an Haster 
hymn dating from the 14th century. We do 
not know who wrote it. The first verse of this 
hymn is: 
‘‘ Jesus Christ is risen to-day, 
Alleluia ! 
Our triumphant holy day, 
Alleluia! 
Who did once upon the cross, 
Alleluia! 
Suffer to redeem our loss. 
Alleluia !’’ 

The hymn is found in a few of our hymn- 
books to-day, but in the larger number a more 
popular hymn, very similar to it, written by 
Charles Wesley, has supplanted it. 

Charles Wesley has been called the greatest 
hymn-writer that the Church of England has 
ever produced, for he was a clergyman of that 
church although his hymns were largely used 


APRIL—THIRD SUNDAY 200 


and published by his brother John Wesley for 
the inspiration of the great religious movement 
of which he was leader and which later came to 
be known as Methodism. Charles Wesley wrote 
over 6000 hymns. We find his name appearing 
over and over again in our hymn-books. He 
was undoubtedly familiar with the old Latin 
Easter hymn, for his own hymn, which we are 
going to learn to-day and which is one of the 
best of the Easter hymns, was written to be 
sung to the same tune. The thoughts through- 
out are much the same, and each line is followed 
with the same expression of joy or praise to 
God, ‘‘Alleluia!’’ 

Let us open our books to Wesley’s hymn and 
read it together. We will omit the word ‘‘Al- 
leluia’’ when we read it. 

We will now listen while the pianist plays the 
tune. It is not known who composed the tune. 
Some think that the great musician Handel 
wrote it because it resembles his music, but the 
name of Worgan, another composer, has also 
been associated with it, and it is generally found 
under his name. Its first appearance that we 
know about was in a little book called ‘‘Songs 
of David’’ in the year 1708 as the tune for the 


256 CURRICULUM OF WORSHIP 


old Latin hymn, ‘‘Jesus Christ is Risen To- 
day.”’ 

(After the music has been played with the 
children listening, sing the hymn several times, 
and repeat looking at books only when neces- 
sary.) 

Memory VERSION: 

Christ the Lord is risen to-day, 
Alleluia! 

Sons of men and angels say: 
Alleluia! 

Raise your joys and triumphs high, 
Alleluia! 

Sing, ye heavens, and earth reply. 
Alleluia! 


Lives again our glorious King: 
Alleluia! 

Where, O death is now thy sting? 
Alleluia! 

Dying once, He all doth save: 
Alleluia ! 

Where thy victory, O grave? 
Alleluia! 


Love’s redeeming work is done, 
Alleluia! 


APRIL—THIRD SUNDAY 207 


Fought the fight, the battle won; 
Alleluia! 

Death in vain forbids Him rise; 
Alleluia! 

Christ has opened Paradise. 
Alleluia! 


Soar we now, where Christ has led, 
Alleluia! 

Following our exalted Head; 
Alleluia! 

Made like Him, like Him we rise. 
Alleluia! 

Ours the Cross, the grave, the skies. 
Alleluia ! 


Announcements 
Preparation for Worship 

THEME FoR SERVICE OF WorsHiP: The Resur- 

rection Hope. 

Prioturne: ‘‘Holy Women at the Tomb,’’ 

Ender. 

Jesus had left behind Him in Jerusalem a 
multitude of sad and sorrowing people. Then 
Easter dawned and everything was changed. 
The tomb was found to be empty. The angel 
appeared with the joyous news, ‘‘He is risen.’’ 


2098 CURRICULUM OF WORSHIP 


Hope came again to men’s hearts, for Christ 
their Lord was not dead but living. 

The picture of the angel at the tomb that we 
have before us came out of the Northland, where 
people can appreciate the message of new life 
which Haster brings, for after a long, dark win- 
ter the Springtime brings to them new hope 
and courage. The picture is from an altar- 
piece in a little church in Molde, a fishing vil- 
lage of Norway. It was painted by the Nor- 
wegian artist Alexander Ender and shows the 
angel delivering his message of hope to the 
women gathered at the tomb. In our Service 
of Worship this morning we shall read of the 
greater joy and hope which the appearance of 
Jesus Himself, brought to His followers and 
friends. 


The Service of Worship 

Piano PRELUDE. 

OPENING SENTENCES: 

Blessed be the God and Father of our Lord 
Jesus Christ, 

Who, by the resurrection of Jesus Christ 
from the dead, 

Hath, in his great mercy, begotten us anew 
unto a living hope, 


APRIL-—THIRD SUNDAY 209 


Unto an inheritance incorruptible, and unde- 
filed, 

And that fadeth not away, reserved in heaven 
for us. 

RESPONSE: 

Lift up, lift up your voices now! 

The whole wide world rejoices now; 

The Lord hath triumphed gloriously, 

The Lord shall reign victoriously. AmeEN. 

(‘‘Hymnal for American Youth.’’) 

Hymn: ‘‘The Day of Resurrection.’’ 

Picture: ‘‘Mary Magdalene at the Sepul- 
cher,’’ Copping. 

Scripture: (Girls) Mark 16 (9-11), Christ’s 
appearance to Mary. 

Picture: ‘‘The Walk to Emmaus,’’ Cop- 
ping. 

ScriptrurE: (Boys) Mark 16 (12-13), 
Christ’s appearance to two of his disciples. 

Picture: ‘‘Go Ye Therefore and Teach All 
Nations,’’ Copping. 

Scripture: (All) Mark 16 (14-15), Christ’s 
appearance to the eleven disciples. 

PRAYER: 

O Lord Jesus, we thank Thee for the message 

of hope which Easter brings to the world. We 
thank Thee for the faith that we have to-day 


960 CURRICULUM OF WORSHIP 


in Thy living presence among us. As the news 
of Thy resurrection brought hope and gladness 
again to the hearts of the saddened friends and 
disciples whom Thou didst leave behind, so may 
we seek to bring joy and gladness into dark- 
ened lives to-day through the story of the resur- 
rection and what it may mean to Christians. 
Help us to do our part in spreading Haster joy 
and happiness. AMEN. 
Prayer Hymn: 


RC: 7 a see ee 
1B Seed OPP Re ad - 24 


All speak a - like the bounty Of ten - 





APRIL—THIRD SUNDAY 261 


Dp 
The Son of Manis ri-sen, To awa be - fore Thy throne. A-MEN, 


= 





OFFERTORY SERVICE: 
Give unto the Lord the glory due his name; 
bring an offering and come into his courts. 
OrrertoRY—M vsic. 
RESPONSE: 
Bless Thou the gifts our hands have brought, 
Bless Thou the work our hearts have 
planned ; 
Ours is the faith, the will, the thought, 
The rest, O God, is in Thy hand. Amen. 
(For music see page 91.) 
Hymn: ‘‘Jesus is Risen! Lift Up Your 
Glad Voices.’’ 
RECESSIONAL TO CLASSES. 


APRIL—FOURTH SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Hark the Voice of Jesus Calling.”’’ 

Scripture: Romans 8 (35, 37-39). 

LEADER’S PRAYER. 

Memory Work. 

New Work: Scripture, Psalm 67, ‘‘Let the 
Peoples Praise Thee, O God. 

Among the hymns that we have memorized 
there are some we have called missionary 
hymns. These instead of thinking of God in 
His relationship to the individual or the land 
which the individual loves because it is his own, 
think of Him as the universal Father. They 
aim to show us that as His children we have 
a duty to perform to those who have not yet 
come to a knowledge of Him. We are a privi- 
leged people living in a Christian land and we 
should spread His kingdom among the nations 
of the earth. 

To-day we find many of these missionary 
hymns in our hymn-books, but in the hymn- 


book of ancient Israel, our great book of 
262 


APRIL—FOURTH SUNDAY 263 


Psalms, we find but few references to Jehovah 
as Lord and Father of all the world and these 
are always in the Psalms of later date. 

Israel had a noble devotion to Jehovah. Her 
people thought of Him as belonging particu- 
larly to them. The surrounding nations had 
their own gods, while Jehovah was Israel’s 
God. It took many years of religious develop- 
ment before they came to recognize in their 
God Jehovah, the one and only God who be- 
longed to the whole world. At last they came 
to feel their mission as a religious people and 
were eager that all the nations of the earth 
should come to worship Jehovah. One of their 
later Psalms was inspired by this consciousness 
of Israel’s mission to the world as the instru- 
ment for the establishment of God’s universal 
kingdom. This is the 67th Psalm. Let us 
open our Bibles and read it together. 

It is a joyous Psalm. God has blessed Israel 
with a good harvest, and the Psalmist uses this 
as an argument to win the nations to Him. 
The Psalmist wants all the nations to know 
of the goodness and justice of Jehovah and to 
rejoice in Him and praise Hisname. The word 
‘‘Selah’’ appears several times. We have 
often seen this word in the Psalms. No one 


264 CURRICULUM OF WORSHIP 


knows exactly what it means, but it is supposed 
to be a musical term of some sort or a direc- 
tion to the musicians. Hence we never read it. 

The Psalm has three stanzas. Verses 1-2 
comprise the first stanza. Commencing with 
the words. of the old priestly benediction, the 
people pray that God’s goodness may be known 
to all the world. 

Verses 3-4 make up the second stanza. The 
desire expressed is that all nations should give 
praise to Jehovah and rejoice in the establish- 
ment of His kingdom on earth. 

Verses 5-7 are stanza three. In these verses 
the Psalmist shows that because God has 
blessed Israel with a good harvest and will con- 
tinue to bless them, all nations shall come to 
acknowledge Him as their God. 

(Separate the class unto three groups, and 
have each group read a stanza until the entire 
Psalm has been read by all. Read the Psalm 
through together as a whole several times, the 
last tume looking at books only when necessary. ) 

Mrmory VERSION: 

God be merciful unto us, and bless us, 
And cause his face to shine upon us; 

That thy way may be known upon earth, 
Thy salvation among all nations. 


APRIL—FOURTH SUNDAY 269 


Let the peoples praise thee, O God; Let all the 
peoples praise thee. 

Oh let the nations be glad and sing for joy: 

For thou wilt judge the peoples with equity, 
and govern the nations upon earth. 


Let the peoples praise thee, O God; Let all the 
peoples praise thee. 

The earth hath yielded its increase: 

God, even our own God will bless us; 

God will bless us; And all the ends of the 
earth shall fear him. 


Announcements 
Preparation for Worship 

THEME FOR SERVICE OF WorsHIP: The Hope 

of the World. 

Picture: ‘‘The Hope of the World,’’ Cop- 

ping. 

Many people in the world have always lived 
without hope. They have lived in lands where 
they have been ill-treated. They have been 
poor and hungry and sick. Then some one 
has come to them with the story of Jesus and 
what He could do for them and in His love 
they have found happiness. Jesus is the hope 
of the world. We are going to think about this 


266 CURRICULUM OF WORSHIP 


in our Service of Worship to-day, for wé want 
to be ready to do our part in bringing Jesus 
to all the world. 


The Service of Worship 
Prano PRELUDE. 
OPENING SENTENCE: 
Jesus said: Other sheep I have which are | 

not of this fold; them also I must bring, and 

they shall hear my voice; and they shall become 
one flock, one shepherd. 

Hymn: ‘‘We’ve a Story to Tell to the Na- 

tions.”’ 

Scripture: Psalm 96, ‘‘O Sing unto the 

Lord a new Song.”’ 

PRAYER: 

Our Father, we rejoice in Christ as the 
Saviour of the world. He is our hope and the 
hope of all mankind. Yet we know that many 
are still ignorant of His death on the cross to 
save men and of His triumphant resurrection 
to life eternal. We want all men to know that 
He lives to-day as friend of all who need Him. 
May we join with others in bringing the knowl- 
edge of Him to all the world and in helping 
to send the resurrection story into the farthest 
corner of the earth. Amen. 


APRIL—FOURTH SUNDAY 267 


Prayer Hymn: 
Thy kingdom come, O Lord, 
Wide circling as the sun; 
Fulfil of old Thy word, 
And make the nations one; 
One in the bond of peace, 
The service glad and free 
Of truth and righteousness, 
Of love and equity. AmeEN. 
(‘‘Hymnal for American Youth.’’) 
OFFERTORY SERVICE: 
Inasmuch as ye have done it unto one of the 
least of these, ye have done it unto me. 
Orrertory—Music. 
RESPONSE: 
Lord of all creation, 
Now before Thy throne, 
We Thy people bring Thee, 
Gifts that are Thine own. AMEN. 
(For music see page 73.) 
Hymn: ‘‘Fling Out the Banner.’’ 
RECESSIONAL TO CLASSES. 


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May 
THE MEMORY CURRICULUM 


First Sunpay: Scripture, Exodus 20 (3-17), 
The Ten Commandments. 

Seconp Sunpay: Hymn, ‘‘O Jesus I Have 
Promised.”’ 

Tuirp Sunpay: Scripture, Proverbs 3 (1-6), 
‘‘My son, forget not my law; but let thy 
heart keep my commandments.”’ 

FourtH Sunpay: Hymn, ‘‘Christ for the 
World We Sing.’’ 


THE SERVICE OF WORSHIP 


Theme for the Month: Obedience. 

First Sunpay: Obedience to God’s Com- 
mands. 

Seconp Sunpay: Obedience to Parents. 
(Mother’s Day.) 

Tuirp Sunpay: Obedience to the Laws of the 
Land. 

FourtH Sunpay: Obedience to Christ’s Com- 
mission. (Missionary.) 





MAY—FIRBST SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Joyful, Joyful, We Adore Thee.”’ 

Scripture: Psalm 67. 

LEADER’S PRAYER. 

Memory Work: 

Review: Scripture, Psalm 67, ‘‘Let the 
peoples praise Thee O God.’’ 

How had the people of Israel always looked 
upon Jehovah in relation to the rest of 
the world? (As their own particular God.) 
Which psalms recognize him as the God of 
other nations? (Those of latest date.) Which 
psalm particularly sounds the missionary note? 
(The 67th.) What word which we do not read 
appears in it? What is supposed to be the 
meaning of the word ‘‘Selah’’? (Call atten- 
tion to the themes of the three stanzas. Read 
through several times, the last time without 
looking at the books.) 

New Work: Scripture, Exodus 20 (3-17), 
The Ten Commandments. 

271 


272 CURRICULUM OF WORSHIP 


(Show picture: ‘‘Moses and the Law,’’ de 
Champaigne.) 

The Hebrew people have always revered 
Moses as their great lawgiver. Here we have 
a picture of him holding two tablets of stone 
on which are inscribed the Ten Commandments. 
There is no doubt that Moses drew up many 
laws and rules by which the early Israelites 
might be governed and that we have some of 
them in our Bible record. It is hard, however, 
to pick out these ancient laws because as time 
went on and conditions changed, men made new 
laws to meet the new conditions. Now we have 
all these laws as one great code. 

Some of the oldest laws of Israel are em- 
bodied in what we know as the Ten Command- 
ments. It is quite possible that they are the 
laws of Moses, although even these were added 
to as time went on. They appear in various 
forms in the Old Testament, but those with 
which we are familiar are in the twentieth chap- 
ter of Exodus. 

Probably the original form was much shorter, 
consisting of ten simple statements, the pur- 
pose of which was to show what the duties of 
an Israelite were to his God Jehovah and to his 
neighbors. The form that we use to-day and 


MAY—FIRST SUNDAY 273 


find in Exodus 20 gradually grew out of the 
old laws which were changed to meet the new 
conditions. The purpose, however, was the 
same. The commandments were to teach peo- 
ple their duty toward God and their fellow-men. 

These ten commandments cover the whole re- 
ligious and moral life. They show the Chris- 
tian of to-day his duty to God and his neigh- 
bors just as well as they did the follower of 
Moses in the days of ancient Israel. They are 
clear in meaning and easy to learn. We ought 
to know them and follow them as God’s com- 
mands to us. All people need some practical 
rules by which to live. The Ten Command- 
ments are practical rules, teaching love and 
reverence for God and respect for the rights 
of others. 

Let us open our Bibles to Exodus 20 (1-17) 
and read the Ten Commandments. 

The commandments have an introduction, 
verses 1-2, stating who it is that gives the laws. 
It is Israel’s God Jehovah, who had brought 
them up out of bondage in Egypt. Then follow 
the commandments. The first four are on re- 
ligious duties. They begin by commanding 
Israel to have no other gods than Jehovah. 
This was a necessary law for them, for they 


274 CURRICULUM OF WORSHIP 


lived in a land where people worshiped other 
eods, and they might be tempted to worship 
Canaanitish gods along with Jehovah. Neither 
were they to follow the customs of other lands 
in making images of carved wood and stone to 
worship. They must worship Jehovah and 
Him alone. 

These commandments do not mean to us to- 
day as Christians what they did to the early 
Hebrews. They mean that we shall give God 
first place in our hearts, that no one or nothing 
shall come before Him in our thoughts and 
lives. We are to hold His name in reverence 
and to keep His day holy or as a day set apart 
for His worship. 

The last six commandments are moral duties 
or rules for living in one’s own home and among 
one’s neighbors. They are simple and clear. 

(Divide the class into two groups. Have one 
group read the religious commands, the other 
the moral commands. Change the order of 
reading and read through again. Call for the 
commandments to be read by number in order 
that the children may associate the numbers 
with the commandments. Read through again 
as a whole, looking away from books as much 
as possible.) 


MAY—FIRST SUNDAY 270 


Memory VERSION: 

I. Thou shalt have no other gods before me. 

II. Thou shalt not make unto thee a graven 
image, nor any likeness of anything that is in 
heaven above, or that is in the earth beneath, 
or that is in the water under the earth: thou 
shalt not bow down thyself unto them, nor serve 
them; for I, the Lord thy God, am a jealous 
God, visiting the iniquity of the fathers upon 
the children, upon the third and upon the fourth 
generation of them that hate me, and showing 
loving kindness unto thousands of them that 
love me and keep my commandments. 

III. Thou shalt not take the name of the 
Lord thy God in vain; for the Lord will not 
hold him guiltless that taketh his name in vain. 

IV. Remember the sabbath day, to keep it 
holy. Six days shalt thou labor and do all thy 
work; but the seventh day is a sabbath unto 
the Lord thy God: in it thou shalt not do any 
work, thou, nor thy son, nor thy daughter, thy 
man-servant, nor thy maid-servant, nor thy cat- 
tle nor thy stranger that is within thy gates: 
for in six days the Lord made heaven and earth, 
the sea, and all that in them is, and rested the 
seventh day: wherefore the Lord blessed the 
sabbath day and hallowed it. 


276 CURRICULUM OF WORSHIP 


V. Honor thy father and thy mother, that 
thy days may be long in the land which the 
Lord thy God giveth thee. 

VI. Thou shalt not kill. 

VII. Thou shalt not commit adultery. 

VIII. Thou shalt not steal. 

IX. Thou shalt not bear false witness against 
thy neighbor. 

X. Thou shalt not covet thy neighbor’s house, 
thou shalt not covet thy neighbor’s wife, nor 
his man-servant, nor his maid-servant, nor his 
ox, nor his ass, nor anything that is thy neigh- 
bor’s. 


Announcements 
Preparation for Worship 

THEME FOR SERVICE oF WorsHIP: Obedience 

to God’s Commands. 

Piorure: ‘‘The Fourth Commandment,’’ 

Sinkel. 

This is a picture of Christ as a boy. He is 
holding in His hands a tablet of stone on which 
are inscribed the Ten Commandments. He is 
pointing to one of them. Like all other Jewish 
children, Jesus had been taught in His early 
youth the laws of His people. He was al- 


MAY—FIRST SUNDAY 207. 


ways faithful and obedient to them. Later he 
summed them up for us in two great command- 
ments. First, he said, ‘‘thou shalt love the 
Lord thy God with all thy heart, and with all 
thy soul and with all thy mind,’’ and second, 
‘‘thou shalt love thy neighbor as thyself.’’ 

To-day in our Service of Worship we are 
going to think about ‘‘Obedience to God’s Com- 
mands.”’ 


The Service of Worship 

Piano PRELUDE. 

Catt To WorsHIP: 

I will extol Thee my God, O King: 

And I will bless thy name forever and ever. 
Teach me to do thy will; for Thou art my God. 
Hymn: ‘‘Father, Lead Me Day by Day.’’ 

ScriprurE: Proverbs 3 (1-6), ‘‘My son, for- 

get not my law; but let thy heart keep my 
commandments.”’ 

PRAYER: 

Our Father, we have learned Thy great com- 
mandments, and we know that Thou dost want 
us to love Thee with all our hearts and to be 
kind and helpful to those around us. May we 
willingly obey Thy laws because we love Thee, 


278 CURRICULUM OF WORSHIP 


and may we help others to keep them also. 
May we remember that Jesus kept Thy com- 
mandments and told us that the greatest law of 
all was to love Thee with all our hearts, and 
with all our souls and with all our minds, and 
that there was a second great commandment 
like unto it, to love our neighbors as ourselves. 
Grant that we may follow Christ’s teaching of 
obedience to these great commandments. 
AMEN. 
Prayer Hymn: 
Take my will and make it Thine, 
It shall be no longer mine; 
Take my heart; it is Thine own; 
It shall be Thy royal throne. 
Take my love, my Lord I pour 
At Thy feet its treasure-store; 
Take myself, and I will be 
Ever, only, all for Thee. Amen. 
(‘‘Hymnal for American Youth.’’) 
OrrEeRTORY SERVICE: 
Take ye up from among you an offering unto 
the Lord; 
Whosoever is of a willing heart, let him bring it. 
Orrertory—M vsic. 
RESPONSE: 


MAY—FIRST SUNDAY 279 


All things come of Thee O Lord, 
And of Thine own have we given Thee. Amen. 
(For music see page 55.) 
Hymn: ‘‘In Life’s Earnest Morning.’’ 
RECESSIONAL TO CLASSES. 


MAY-——-SECOND SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Joyful, Joyful, We Adore Thee.’’ 

Scripture: Ephesians 4 (25-382). 

LEADER’S PRAYER. 

Memory Work: 

Review: Scripture, Exodus 20 (3-17), The 
Ten Commandments. 

Who was Israel’s great lawgiver? What 
laws have we in our Bibles that are known to 
be very old? How does it happen that changes 
and additions seem to occur in Israel’s laws? 
What is contained in the introduction to the 
Ten Commandments? Into what groups may 
the Ten Commandments be divided? (Read 
the commandments several times together, and 
repeat at last without looking at books.) 

New Work: Hymn, ‘‘O Jesus Ihave Prom- 
ised.”’ 

Did you ever make a promise to any one and 
then forget to keep it? Or, perhaps some one 


has promised to do something for you and then 
280 


MAY—SECOND SUNDAY 281 


forgotten all about it. Weare likely to remem- 
ber the unkept promises of our friends more 
readily than we do our own. We should be 
careful not to make promises that we cannot 
fulfil, and surely we should never make them 
without intending to fulfil them. It is such an 
easy way to make our friends think well of us 
that we are likely to be careless in this matter 
of promises. There is One who has never 
failed to make good His promises. It is Jesus, 
who has promised to be our friend and to be 
with us always if we will accept Him as a 
friend. When we accept Him, we also make 
Him a promise in return, that is, that we will 
serve Him to the end. We have a hymn that 
makes this promise for us. It is called ‘‘O 
Jesus I have Promised.’’ 

It was written by John Ernest Bode, an Eng- 
lish clergyman, who took Holy Orders in 1841 
after his graduation from Oxford University. 
He wrote the hymn in 1869 for an occasion 
which meant a great deal to him. He had two 
children already in the ministry. Now he was 
about to consecrate a third to the service of 
Jesus Christ. It was for the consecration serv- 
ice that he wrote the hymn ‘‘O Jesus I Have 
Promised to serve Thee to the end.’’ 


282 CURRICULUM OF WORSHIP 


Let us open our books to the hymn and read 
it together. 

What a fine promise the hymn contains, to 
serve Jesus to the end. This might be a hard 
promise to keep were it not for the fact sug- 
gested in the hymn that Jesus Himself would 
be forever near us as Master and Friend and 
Guide. If we keep Jesus by our side, we need 
not fear the temptations of life or those who 
try to lead us into evil ways. This is a prayer 
hymn which asks Jesus to help us keep our 
promises to Him. 

(Call attention to the main points of each 
verse. Read through several times, and repeat 
the first verse without books.) 

Memory VERSION: 

O Jesus I have promised 
To serve Thee to the end; 
Be Thou forever near me, 
My Master and my Friend; 
I shall not fear the battle 
If Thou art by my side, 
Nor wander from the pathway, 
If Thou wilt be my Guide. 


O let me feel Thee near me! 
The world is ever near; 


MAY—SECOND SUNDAY 283 


I see the sights that dazzle, 
The tempting sounds I hear: 

My foes are ever near me, 
Around me and within; 

But, Jesus, draw Thou nearer, 
And shield my soul from sin. 


O let me hear Thee speaking 
In accents clear and still; 
Above the storms of passion, 
The murmurs of self-will! 

O speak to reassure me, 
To hasten or control; 

O speak and make me listen, 
Thou Guardian of my soul! 


O Jesus, Thou hast promised 
To all who follow Thee, 
That where Thou art in glory 
There shall Thy servant be; 
And, Jesus, I have promised 
To serve Thee to the end; 
O give me grace to follow, 
My Master and my Friend. 


Announcements 
Preparation for Worship 


284 CURRICULUM OF WORSHIP 


THEME FOR SERVICE OF WorsHIP: Obedience 
to Parents. 

Picrure: Whistler’s Portrait of his mother 
or any picture of a mother with her chil- 
dren. 

Pink and White carnations on table. 

To-day is Mother’s Day, and we are wearing 

carnations. We are proud to wear them in. 
honor of our mothers. But the wearing of car- 
nations will not bring honor to our mothers 
unless it is accompanied by love and obedience. 
Honoring one’s parents was one of God’s com- 
mandments, and in our Service of Worship to- 
day the theme for our Mother’s Day Program 
will be ‘‘Obedience to Parents.”’ 


The Service of Worship 

Piano Preupe. 

OPENING SENTENCE: 

Honor thy father and thy mother that thy 
days may be long upon the land which the Lord 
thy God giveth thee. 

Hymn: ‘‘O Blessed Day of Motherhood.’’ 

(Junior Choir) 
(From ‘‘Hymns of the Christian Life.’’) 

Scripture: Proverbs 1 (8-9), ‘‘My son, hear 


MAY—SECOND SUNDAY 289 


the instruction of thy father, and forsake 
not the law of thy mother.’’ 

Hymn: ‘‘O Happy Home, Where Thou Art 

Loved the Dearest.’’ 

PRAYER: 

Our Father, as we learn our lessons of obe- 
dience from Thee, grant that we may not forget 
the obedience that we owe to our fathers and 
mothers. They are giving the best years of 
their lives in caring for us and teaching us 
what life has taught them. May we not be 
impatient and disobedient to their teaching, but 
may we receive it gratefully, confident that they 
know better than we do, what is for our good. 
Help us to show more affection to our mothers 
who love us so much. On this Mother’s Day 
may we resolve that during the days to come 
we will give to our mothers a more cheerful, 
willing obedience. AMEN. 

Prayer Hymn: 

Father of all, Thy care we bless, 

Which crowns our families with peace; 
From Thee they spring, and by Thy hand 

They are, and shall be still sustained. 


To God, most worthy to be praised 
Be our domestic altars raised; 


286 CURRICULUM OF WORSHIP 


Who, Lord of heaven, yet deigns to come 
And sanctify our humblest home. Amen. 
(Tune, ‘‘Maryton.’’) 
OFFERTORY SERVICE: 
Remember the words of the Lord Jesus, how 
he said, 
It is more blessed to give than to receive. 
OrFrertory—M vsic. 
RESPONSE: 
Father, we bring to Thee, 
Gifts of our love, 
Wilt Thou accept them now, 
As Thine above? 
Thou hast so freely given, 
All that we need, 
Our gifts, and hearts and lives, 
Are Thine indeed. Amen. 
(For music see page 46.) 
Hymn: ‘‘The Gracious God Whose Mercy 
Lends.’’ (Oliver W. Holmes.) 
RECESSIONAL TO CLASSES. 


MAY—THIRD SUNDAY 


The Memory Curriculum 

Hymn: ‘‘O Jesus I Have Promised.”’ 

Scriprure: Exodus 20 (8-12). 

LEADER’s PRAYER. 

Memory Work: 

Review: Hymn, ‘‘O Jesus I Have Prom- 
ised.”’ 

Who wrote our opening hymn? In what 
country did Mr. Bode live? For what occa- 
sion did he write the hymn? What is the great 
promise that it contains? (To serve Jesus to 
the end.) How will we be helped to keep this 
promise? (By making Jesus our friend and 
keeping Him near us.) (Review the main 
points of the hymn and sing several times. 
Sing the first verse from memory.) 

New Work: Scripture, Proverbs 3 (1-6), 
‘‘My son, forget not my law; but let thy heart 
keep my commandments.’’ 

Do you know any proverbs? (The children 


will repeat a few familiar ones.) What is a 
287 


288 CURRICULUM OF WORSHIP 


proverb? (A wise saying.) Many proverbs 
contain real truths, and it is wise to follow their 
teachings. This form of literature is not so 
common among Western peoples as among 
Eastern. There every group has its own col- 
lection of popular proverbs, which are known 
to young and old of all classes. In them is 
stored the wisdom gained through years of ex- 
perience. 

The Hebrews had such a collection of prov- 
erbs. We find itin our Bible. These proverbs 
were supposed to have been written or uttered 
by King Solomon. Solomon was revered by 
the Hebrews for his wisdom. The account in 
I Kings says that Solomon’s wisdom excelled 
the wisdom of all the East and all the wisdom 
of Egypt, that he was wiser than all men, and 
that he spake three thousand proverbs. Be- 
cause of this fact, just as Moses came to be 
known as the maker of all the laws because he 
was the greatest lawgiver, and David the author 
of all the psalms because he was the greatest 
psalmist, so Solomon came to be regarded as 
the author of the proverbs. 

It is quite probable that the wise sayings of 
Solomon are included in the Book of Proverbs, 
for some of these are very old. The oldest ones 


MAY—THIRD SUNDAY 289 


are in the middle section of the book between 
chapters 10 and 22. Our Bible calls them ‘‘The 
Proverbs of Solomon.’’ Around these are 
grouped various other collections, some of a 
much later date. A long period of history is 
covered in these collections. They are the 
teachings of some of Israel’s wisest men and 
their purpose according to their introduction 
was to give wisdom and instruction. 

The words, ‘‘My son,’’ occur constantly and 
show that the relation between the proverb and 
reader was intended to be that of teacher and 
pupil. 

To-day we are going to learn some of these 
words of wisdom. Let us open our Bibles to 
Proverbs 3 (1-6) and read the passage to- 
gether. 

The wise man emphasizes kindness and truth. 
As it was the custom of the Hebrews to wear 
the words of their Creed in little cases on their 
persons, so should they adorn themselves with 
kindness and truth, but more important still is 
it to have kindness and truth written on the 
heart. Only by being kind in word and deed 
will they find favor with God and man. This 
wise teacher also counsels his pupil to trust in 
God and not to rely upon his own understand- 


290 CURRICULUM OF WORSHIP 


ing. If he will acknowledge God in all his 
ways, then God, in turn, will direct his paths. 
(Read the passage through several times. 
Call attention to the main points, and repeat 
verse 6 without books.) 
Memory VeErRsIoN: 
My son, forget not my law; 
But let thy heart keep my commandments: 
For length of days, and years of life, 
And peace will they add to thee. 
Let not kindness and truth forsake thee; 
Bind them about thy neck; 
Write them upon the tablet of thy heart: 
So shalt thou find favor and good understand- 
ing 
In the sight of God and man. 
Trust in the Lord with all thy heart, 
And lean not upon thine own understanding: 
In all thy ways acknowledge him, 
And he will direct thy paths. 


Announcements 
Preparation for Worship 
THEME FoR SERVICE oF WorsHIP: Obedience 
to the Laws of the Land. 
AMERICAN Fac: 
When we pledge allegiance to our flag and 


MAY—THIRD SUNDAY 291 


the republic for which it stands; we pledge our- 
selves to obey its laws. This is the duty of 
every citizen. <A good citizen stands for law 
and order. He keeps the law himself and does 
all that he can to see that others keep the law. 
In our Service of Worship this morning we are 
going to think about ‘‘Obedience to the Laws 
of the land.”’ 


The Service of Worship 

Piano PRELUDE. 

OPENING SENTENCE: 

As the patriots of seventy-six did to the sup- 
port of the Declaration of Independence, so to 
the support of the Constitution and laws let 
every American pledge his life, his property, 
and his sacred honor. (Lincoln.) 

Hymn: ‘‘God Send Us Men Whose Aim 

"T will Be.’’ 

UNISON: 

We will never bring disgrace to this, our na- 
tion, by any act of dishonesty or cowardice, nor 
ever desert our suffering comrades in the 
ranks; we will fight for the ideals of the nation: 
both alone and with others: we will revere and 
respect our nation’s laws, and do our best to 
incite a like respect and reverence in those 


292 CURRICULUM OF WORSHIP 


above us who are prone to annul and set them 
at naught; we will strive unceasingly to quicken 
the public’s sense of civic duty, thus in all these 
ways, we will transmit this nation not only not 
less but greater, better, and more beautiful than 
it was transmitted to us. (Athenian Oath.) 

PRAYER: 

Our Father, we are proud of the great men 
our country has produced. We believe that 
they have been men of clear vision who have 
loved their country more than self. They have 
put their best efforts into the making of just 
and good laws. May we realize that only 
through the people’s obedience to these laws 
will our country be preserved and safeguarded. 
May we pledge ourselves to obey the laws of our 
land and to do all that we can to get others to 
obey them. Grant that we may always stand 
for law and order within our borders and for 
peace and harmony with all the nations of the 
earth. AMEN. 

Prayer Hymn: 

O Lord our God, Thy mighty hand 
Hath made our country free; 

From all her broad and happy land 
May worship rise from Thee, 

Fulfil the promise of her youth, 


MAY—THIRD SUNDAY 293 


Her liberty defend; 
By law and order, love and truth 
America befriend! Amen. 
(Henry van Dyke. Used by per- 
mission. ) 

OFFERTORY SERVICE: 

All the tithe of the land, whether of the seed 
of the land or the fruit of the tree, is the Lord’s. 
It is holy unto the Lord. 

Of all that Thou shalt give us, we will give 
the tenth to Thee. 

OrrertorY—Mvsic. 

RESPONSE: 

Of Thine own we offer, 
Of Thy gifts we give, 
Unto Thee O Father, 
In whose life all live. Amen. 
(For music see page 73.) 
Hymn: ‘‘Not Alone For Mighty Empire.”’ 
RECESSIONAL TO CLASSES. 


MAY—FOURTH SUNDAY 


The Memory Curriculum 

Hymn: ‘‘O Jesus I Have Promised.’’ 

Scripture: Psalm 67. 

LEADER’s PRAYER. 

Memory Work: 

Review: Proverbs 3 (1-6), ‘‘My son, forget 
not my law; but let thy heart keep my com- 
mandments.’’ 

What is a proverb? In what part of the 
world are proverbs most popular? How did 
the proverbs in our Bible come to be connected 
with the name of Solomon? Which is the old- 
est portion of the Book of Proverbs? What 
oft-oceurring words in the proverbs show the 
relationship of the proverb and reader to be 
that of teacher and pupil? What is the pur- 
pose of the Proverbs as set forth in the intro- 
duction? (Read the passage together. Call 
attention to main points. Read over several 
times, and repeat verse 6 from memory.) 

New Work: ‘‘Christ for the World We 
Sing.’’ 

294 


MAY—FOURTH SUNDAY 295 


(Show. motto, ‘“‘In God Is Our Trust,’’ 
painted on cardboard or banner.) 

We call this a motto. The dictionary tells 
us that a motto is a short sentence suggesting 
some guiding principle for our lives. Both in- 
dividuals and organizations have taken mottoes 
to guide them and under their inspiration have 
gone out to do greater deeds. A motto which 
sets forth a high ideal challenges the best that 
isinus. Whatis the very familiar one that we 
have before us? It is the motto of our coun- 
try. Our national anthem says, 

‘¢Then conquer we must, when our cause it is 
just, 

And this be our motto, ‘In God is our trust’.’’ 

Under its inspiration men have gone forth to 

victory. 

One of our most popular missionary hymns 
was suggested and inspired by a motto. The 
Young Men’s Christian Association of Ohio had 
chosen for their motto the words, ‘‘Christ for 
the World and the World for Christ.’’ Ata 
meeting in the year 1869, these words were 
made in evergreen letters and placed over the 
pulpit of the church where the meeting was 
held. 

Dr. Samuel Wolcott, a Congregational Minis- 


2996 CURRICULUM OF WORSHIP 


ter from New England, was present at this 
meeting. As Dr. Wolcott had once been a mis- 
sionary to Syria, the cause of missions was very 
dear to him. He went away from the meeting 
very much impressed by all that was said and 
done there. As he walked through the streets 
the words of the motto were still in his mind. 
Before he reached home that day, he had com- 
posed the hymn beginning, ‘‘Christ for the 
World We Sing.’’ 

Dr. Wolcott was the author of over two hun- 
dred hymns. Most of these were written dur- 
ing his later years. He was fifty-seven years 
old when he wrote the missionary hymn; yet 
this was one of his earlier ones. Let us open 
our books and read together the great mission- 
ary hymn, ‘‘Christ for the World We Sing.”’ 

The theme is simple. Our motto is ‘‘Christ 
for the World.’’ Therefore we must do our 
part in bringing the world to Christ. Our ef- 
forts must be accompanied by prayer, and we 
must all work together with one great purpose 
in the name of Christ. 

(Call attention to the main thought of each 
verse. Sing several times, and repeat without 
books.) 


MAY—FOURTH SUNDAY 297 


Memory VERSION: 

Christ for the world we sing; 

The world to Christ we bring 
With loving zeal; 

The poor, and them that mourn, 

The faint and overborne, 

Sin-sick and sorrow worn, 
Whom Christ doth heal. 


Christ for the world we sing, 

The world to Christ we bring 
With fervent prayer; 

The wayward and the lost, 

By restless passions tossed, 

Redeemed at countless cost 
From dark despair. 


Christ for the world we sing; 

The world to Christ we bring 
With one accord; 

‘With us the work to share, 

With us reproach to dare, 

With us the cross to bear 
For Christ our Lord. 


Announcements 


298 CURRICULUM OF WORSHIP 


Preparation for Worship 

THEME FOR SERVICE OF WorsHIP: Obedience 

to Christ’s Command. 

Picture: ‘‘Go Ye Therefore and Teach All 

Nations.’’ Copping. 

It was Christ’s wish that all the world should 
come to know His Heavenly Father. He la- 
bored hard to accomplish this during the three 
short years of His earthly ministry. He also 
taught His disciples in order that they might 
carry on the work after He had gone away, and 
they, in turn, taught others. Finally the gospel 
story was written down. We have it in our 
New Testament, and so we are able to follow 
its teaching for ourselves. We find recorded 
in Matthew’s gospel some words that have 
come to be known as Christ’s great commission. 
‘We shall read these words in our Service of 
Worship this morning and think about obe- 
dience to this great commission. 


The Service of Worship 

Piano PRELUDE. 

OPENING SENTENCE: 

Go ye into all the world, and preach the gos- 
pel to every creature. 


MAY—FOURTH SUNDAY 299 


Declare his glory among the heathen, his 
wonders among the people. 

AntHreM: ‘‘Go Ye.’’ (Junior Choir.) 
(From ‘‘ Junior Hymns and Carols,’’ Leyda.) 

Hymn: ‘‘O Zion Haste.”’ 

Scripture: Matthew 28 (16-20), The Great 

Commission. 

PRAYER: 

O Lord Jesus, we are Thy followers as truly 
as the disciples of old. We want to belong to 
that company of people who are working to 
bring Thy kingdom to the earth. We know 
that it is Thy wish that people everywhere 
should learn of Thee and Thy love to men. 
Help us to do our share in sending the gospel 
message to all the world, and may we be loyal 
and obedient to the commands of Thy great 
commission. AMEN. 

Prayer Hymn: 


My gra-cious Mas- ter and my God, 





300 CURRICULUM OF WORSHIP 


sist me to  pro-claim, To spreadthro’ all 





OrrerTory SERVICE: 

Not what we give, but what we share, 
For the gift without the giver is bare, 

‘Who gives himself with his alms feeds three, 
Himself, his hungering neighbor and Me. 
OrFERTORY—M vsic. 

RESPONSE: 

Bless Thou the gifts our hands have brought, 
Bless Thou the work our hearts have 

planned; 

Ours is the faith, the will, the thought, 

The rest, O God is in Thy hand. Amen. 
(For music see page 91.) 
Hymn: ‘‘The Whole Wide World for 
Jesus.’’ 
RECESSIONAL TO CLASSES. 


JUNE 
THE MEMORY CURRICULUM 


First Sunpay: Hymn, ‘‘Summer Suns Are 
Glowing.’’ 
Seconp Sunpay: Scripture, Psalm 148, 
‘‘Praise ye the Lord from the heavens.”’ 
Tuirp Sunpay: Hymn, ‘‘Lord of All Being 
Throned Afar.’’ 

FourtH Sunpay: Scripture, ‘‘Matthew 11 
(28-30), ‘Come unto me all ye that labor and 
are heavy laden.’’ 


THE SERVICE OF WORSHIP 


Theme for the Month: The Kingdom of Na- 
ture. 

First Sunpay: God Speaking Through Na- 
ture. 

Seconp Sunpay: Children and Nature Join in 
Praise to God. (Children’s Day.) 

Tuirp Sunpay: The Wonders of God’s Hand. 

FourrH Sunpay: Keeping Close to God 
Through Nature. (Closing Sunday.) 


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JUNE-——FIBST SUNDAY 


The Memory Curriculum 

Hymw: ‘‘O Jesus I Have Promised.’’ 

Scripture: Proverbs 3 (1-6). 

Leaper’s Prayer. 

Memory Work: 

Review: Hymn, ‘‘Christ for the World We 
Sing.’’ 

What was the name of the missionary hymn 
which we learned last Sunday? Who wrote it? 
Where did Dr. Wolcott get his inspiration for the 
hymn? What was the motto that gave the hymn 
its name? Whose motto was this? How did 
Dr. Wolcott come to be interested in missions? 

(Call attention to the main thought of each 
verse. Sing the hymn through several times, 
the last time without books.) 

New Work: Hymn, ‘‘Summer Suns Are 
Glowing.’’ 

Everything that grows loves the sunshine. 
It only takes a few dark and stormy days to 
make us fully realize how much we owe our 


happiness to the sun. When we look out-of- 
303 


304 CURRICULUM OF WORSHIP 


doors and see dismal looking trees with wet 
leaves clinging to their branches and flowers 
with drooping heads,—when the birds do not 
_ sing in the tree-tops and children are cross be- 
cause they cannot run in the wet grass, oh, how 
we long for the sun to shine. And when at 
last it does appear, it seems as though we were 
in another world: Everything is so changed. 
Flowers lift up their faces to its light, birds 
sing cheerily in the trees, and children laugh and 
play on the lawns. Everything rejoices, and 
people are happy and light-hearted, for even 
trouble seems to vanish in the light of the sun. 

We have a hymn about the sunshine. It was 
written by Bishop William Walsham How. 
Bishop How was born in Shrewsbury, England, 
in the year 1823. He graduated from Oxford 
University and entered the ministry of the 
Church of England. He held some high posi- 
tions in the Church. In 1879 Queen Victoria 
made him Bishop of Bedford. 

Bishop How grew to be greatly beloved by 
his people. One time in an address he de- 
scribed an ideal minister as a man of much 
prayer, pure, holy, and spotless in his life. All 
his hearers felt that it was really a picture of 
his own life. 


JUNE—FIRST SUNDAY 309 


Bishop How wrote a number of books inelud- 
ing some commentaries on the Bible. He was 
also the author of about sixty hymns and edited 
several collections. His hymns are very well 
known. He wrote, ‘‘O Jesus Thou Art Stand- 
ing,’’ ‘‘For All the Saints, Who from Their 
Labors Rest,’’ ‘‘O Word of God Incarnate,”’’ 
and the hymn from which we get our offertory 
response, ‘‘We Give Thee But Thine Own.’’ 

His hymn, ‘‘Summer Suns Are Glowing,’’ 
was written in the year 1871. It was intended 
for children, but the older people like it too 
and have included it in most of the Church 
Hymnals. Let us open our books to this hymn 
and read it together. 

The first verse speaks of the sun shining over 
land and sea, causing everything that its rays 
touch to rejoice in its happy light. The second 
verse compares God’s love and goodness to the 
sunshine. That also spreads over all the earth 
bringing happiness to everyone. The third 
and fourth verses are a prayer asking that God 
will pour his love into our lives and hearts like 
the radiance of the sunshine, that all our days 
may be changed by His love and the conscious- 
ness of His goodness from darkness into day- 
light. 


306 CURRICULUM OF WORSHIP 


(Read the hymn through again. Emphasize 
the theme of each verse, and sing several 
times.) 

Mermory VERSION: 

Summer suns are glowing 
Over land and sea; 
Happy light is flowing, 
Bountiful and free; 
Everything rejoices 
In the mellow rays; 
All earth’s thousand voices 
Swell the psalm of praise. 


God’s free mercy streameth 
Over all the world, 

And His banner gleameth, 
Everywhere unfurled; 

Broad and deep and glorious, 
As the heaven above, 

Shines in might victorious 
His eternal love. 


Lord, upon our blindness, 
Thy pure radiance pour; 

For Thy loving kindness 
Make us love Thee more; 

And when clouds are drifting 
Dark across our sky, 


JUNE—FIRST SUNDAY 307 


Then, the veil uplifting, 
Father, be Thou nigh. 


We will never doubt Thee, 
Though Thou veil Thy light; 
Life is dark without Thee, 
Death with Thee is bright; 
light of light! shine o’er us 
On our pilgrim way, 
Go Thou still before us 
To the endless day. 


Announcements 
Preparation for Worship 

THEME FoR SERVICE oF WorsHIP: God Speak- 

ing Through Nature. 

Picture: ‘‘I Will Lift up Mine Eyes Unto 

the Hills.’’ Taylor. 

Perhaps the mountains and hills bring God 
nearer to men than any of His other works 
of beauty. They are so far above us in height 
that we must look heavenward in order to view 
them fully. Their power and majesty make us 
think of their great Creator and ours. If we 
go among the hills this summer or watch the 
ocean waves dash over the rocks at the sea- 
shore, let us stop for awhile and listen to God 


3808 CURRICULUM OF WORSHIP 


speaking to us in the works of His hand. The 
theme for our Service of Worship will be, 
‘‘God Speaking Through Nature.”’’ 


The Service of Worship 
Piano PRELupE. 
CaLL To WorsHIP: 
I will lift up mine eyes unto the mountains: 
From whence shall my help come? 
My help cometh from the Lord 
Who made heaven and earth. 
Hymn: ‘‘God of the Harth, the Sky, the 
Sea.”’ 

Scripture: Psalm 19 (1-6), ‘‘The heavens 

declare the glory of God.’’ 

PRAYER: 

O God, our Father, we bring Thee thanks as 
the Creator of our beautiful world. All nature 
speaks to us of Thy goodness and Thy love. 
As we walk among Thy mountains and hills, by 
the side of Thy rivers and lakes, and through 
Thy fields of beautiful flowers, may we hear 
Thy voice speaking to our hearts. As we look 
up into Thy great trees and listen to the songs 
of the birds in the tree-tops, may we be brought 
closer to Thee because we are surrounded by 
the things that Thou hast made. We thank 


JUNE—FIRST SUNDAY 309 


Thee for all these gifts and for all the thoughts 
of Thee which they bring to our minds. Amen. 
Prayer Hymn: 






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Ra’ Se | SE BORO BEA ered BIS eS ha TS RSE A 
eu Wo. titel Ria ene CEO TT Ee Ben bee SE _ 










1.0 God, whose love is o - ver all The chil- dren of thy grace, 
2. To see thee in the sun by day, And in the stars by night, 
3. To see thee in each bg - et home, Where faith and love a - bide, 







Whose rich and ten - der bless-ings fall On ev - ery age and place; 
In wav - ing grass and o - cean spray, And leaves and flow -ers bright; 
In school and church, where all may come, To seek thee side by side; 













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ULGP IS a ee ce Bs }-__—_,,-_-'~ 


Hear thou the songs and prayers we raise In ea- ger joy to thee, 
To hear thy voice, like spok-en word, In ev - ery breeze that blows, 
To see thee in each hu - man iife, Each strug-gling hu - man ink 








And teach us, as we sound thy praise, In all things thee to see. 
In ev-erysong of ev-ery bird, And ev -ery brook that flows. 
Each path by which, in ea- ger strife, Men seek the bet- ter part. A-men. 









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(Copyright, 1896, by The Century Co.) 






310 CURRICULUM OF WORSHIP 


OFrFrEeRTORY SERVICE: 
Every good and every perfect gift is from 
above, coming down from the Father, 
Freely ye have received, freely give. 
Orrertory—Mvsic. 
RESPONSE: 
Lord of all creation, 
Now before Thy throne, 
We Thy people bring Thee, 
Gifts that are Thine own. AMEN. 
(For music see page 73.) 
Hymn: ‘‘This is my Father’s World.’’ 
RECESSIONAL TO CLASSES, 


J UNE—SECOND SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Joyful, Joyful, We Adore Thee.’’ 

ScrreturE: Proverbs 3 (1-6). 

LeapER’s PRAYER. 

Memory Work: 

Review: Hymn, ‘‘Summer Suns Are Glow- 
ing.”’ 

What was the name of the hymn that we 
learned last Sunday? Who wrote it? What 
position in the Church did the author hold? 
What other familiar hymns did Bishop How 
write? What is the theme of his summer 
hymn? (Sunshine and God’s love.) (Call at- 
tention to the main thoughts of the first two 
verses and the petitions in the prayer verses. 
Read the hymn through together, then sing sev- 
eral times, the last tume using books only when 
necessary.) 

New Work: Scripture, Psalm 148, ‘‘Praise 
ye the Lord from the heavens.’’ 

The people of Israel lived very close to na- 


ture. They were an out-of-door people. They 
311 


312 CURRICULUM OF WORSHIP 


cultivated the soil and planted vineyards and 
olive-trees. They fished in the seas and lakes. 
Their cattle grazed on the hillsides, and the 
shepherds watching their flocks at night, 
watched also the stars in the heavens. They 
loved nature, and many of the hymns of praise 
which their psalmist sang had God’s wondrous 
works for their theme. The sun and the moon 
and the stars were so real to them that when 
they rejoiced as a nation, they called upon 
these friends to rejoice with them that all Je- 
hovah’s works might praise His name together. 

We have a group of psalms in our Bible that 
were written to use in the temple worship. 
Their object was to praise God for His good- 
ness to Israel. They are the last five psalms 
in the Book of Psalms, and each one begins, 
‘‘Praise ye Jehovah.’’ One of these Psalms, 
the 148th, is a great nature hymn. The author 
seems to be rejoicing in the fact that Israel 
has been restored to a place of honor among 
the nations. He calls upon the angels or all the 
heavenly beings and all the heavenly bodies, 
the sun, moon, and stars, to join with all the 
inhabitants of earth and all things which live 
and grow upon the earth to unite in praise to 
Jehovah. Everything that God has created be- 


JUNE—SECOND SUNDAY 313 


longs to Him. The Psalm calls upon the whole 
of creation to praise the name of the Lord, 
whose name alone should be exalted and whose 
glory is above the earth and the heavens. 

Let us open our Bibles to the 148th Psalm 
and read it together. 

The Psalm has two parts. Verses 1-6 are 
the first part, which calls upon the heavens to 
praise Jehovah. Also it tells us to praise the 
heavens and the waters above them, for these 
early people believed that there was a vast sea 
of waters above the blue dome of the sky and 
that this sea was the source of the rain. 

Verses 7-14 are the second part, which calls 
upon the earth and all that is upon it to praise 
the Lord, whose glory is above both the heavens 
and the earth. The Psalm both begins and 
ends with the words, ‘‘Praise ye Jehovah.’’ 

(Have the girls read Part I and the boys Part 
II. Change the order of reading. Fix in 
mind the vartous creations mentioned. Read 
through as a whole several times.) 

Memory VERSION: 

Praise ye the Lord. 

Praise ye the Lord from the heavens: 
Praise him in the heights. 

Praise ye hin, all his angels: 


314 CURRICULUM OF WORSHIP 


Praise ye him, all his hosts. 

Praise ye him, sun and moon: 

Praise him, all ye stars of light. Praise him, 
ye heavens of heavens, 

And ye waters that are above the heavens. 

Let them praise the name of the Lord: 

For he commanded, and they were created. 

He hath also established them for ever and 
ever: 

He hath made a decree which shall not pass 
away. 


Praise the Lord from the earth, 

Ye sea-monsters, and all deeps: 
Fire and hail; snow and vapor; 
Stormy wind, fulfilling his word: 
Mountains and all hills; 

Fruitful trees and all cedars; 

Beasts and all cattle; 

Creeping things and flying birds; 
Kings of the earth and all peoples; 
Princes and all judges of the earth; 
Both young men and virgins; 

Old men and children: 

Let them praise the name of the Lord; 
For his name alone is exalted; 

His glory is above the earth and the heavens. 


JUNE—SECOND SUNDAY 315 


And he hath lifted up the horn of his people, 

The praise of all his saints; 

EKiven of the children of Israel, a people near 
unto him. 

Praise ye the Lord. 


Announcements 
Preparation for Worship 

THEME FoR SERVICE oF WorsHip: Children 

and Nature Join in Praise to God. 

Picrurn: ‘‘All Things Bright and Beauti- 

ful.’? Tarrant. 

To-day is Children’s Day. It is appropriate 
to celebrate it in the early summer when nature 
is at its best, for all normal boys and girls love 
the great out-of-doors. They like to tramp 
through the woods and watch the birds in the 
trees and pick the flowers that grow along the 
paths. -We can see some of nature’s beautiful 
things in the picture that we have before us. 
There are children there also. May the words 
that surround the picture be the song of our 
hearts this Children’s Day. Let us read them 
together. 

‘‘ All things bright and beautiful, all creatures 
great and small, 


316 CURRICULUM OF WORSHIP 


All things wise and wonderful, the Lord God 
made them all.’’ 


The Service of Worship 

Piano PRELUDE. 

OPENING SENTENCES: 

Great is the Lord and greatly to be praised; 

And his greatness is unsearchable. 

One generation shall laud thy works to another, 

And shall declare thy mighty acts. 

Of the glorious majesty of thine honor, 

And of thy mighty works will I meditate. 
Hymn: ‘‘All the Happy Children Gladly 

Join Our Song.’’ 

Scripture: Psalm 8, ‘‘O Lord our God, how 

excellent is thy name in all the earth.’’ 

PRAYER: 

Our Father, we join this day with the rest 
of Thy creation to praise Thy glorious name. 
We love the beautiful Springtime with its sun- 
shine and blue skies, its flowers and birds, all 
seeming to rejoice in Thee and to tell us of 
Thy love. We love the Children’s Day when 
the churches all over our country are filled with 
flowers and when great companies of children 
gather to sing their songs of praise to Thee. 
Wilt Thou make this Children’s Day a day 


J UNE—SECOND SUNDAY 317 


that we will long remember because it has 
taught us more of Thee and brought us closer 
to Jesus. AMEN. 
Prayer Hymn: 
All Thy works with joy surround Thee, 
Karth and heaven reflect Thy rays, 
Stars and angels sing around Thee, 
Center of unbroken praise; 
Field and forest, vale and mountain, 
Blossoming meadow, flashing sea, 
Chanting bird and flowing fountain, 
Call us to rejoice in Thee. Amen. 
(Tune, ‘‘Hymn to Joy.’’ Used by 
permission of Charles Scribner’s 
Sons.) 
OFFERTORY SERVICE: 
What shall I render unto the Lord for all his 
benefits to me? 
I will take the cup of salvation and call upon 
the name of the Lord. 
I will pay my vows unto the Lord, in the pres- 
ence of all the people. 
OrFrertory—Music. 
RESPONSE: 
Of Thine own we offer, 
Of Thy gifts we give, 
Unto Thee O Father, 


318 CURRICULUM OF WORSHIP 


In whose life all live. Amen, 
(For music see page 73.) 
Hymn: ‘‘Let the Whole Creation Cry.’’ 
RECESSIONAL TO CLASSES. 


JUNE-—THIRD SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Summer Suns are Glowing.’’ 

Scripture: Psalm 148. 

LEADER’S PRAYER. 

Memory Work: 

Review: Scripture, Psalm 148, ‘‘Praise ye 
the Lord from the heavens.’’ 

What helped to make the Israelites a nature- 
loving people? (Their occupations brought 
them close to nature.) What were some of 
their occupations? What group among them 
put this love of nature into words? (The 
psalmists.) What group of psalms gave spe- 
cial praise to Jehovah for His goodness to 
Israel? What is the theme of the 148th Psalm? 

(Call attention to the two parts of the Psalm 
and the main theme of each part. Drill on the 
names of the creations mentioned, and read 
through as a whole several tumes.) 

New Work: Hymn, ‘‘Lord of All Being, 


Throned Afar.’’ 
319 


3820 CURRICULUM OF WORSHIP 


(Show picture, ‘The Constitution,’’ Gordon 
Grant.) 

What is this picture? Tell me something 
about the ship ‘‘Constitution.’’ What are the 
boys and girls of America doing to save it from 
destruction? Once before it was saved from 
being dishonored, not by money but by a poem. 
What was the name of the poem? (‘‘Old Iron- 
sides.’?) Who wrote ‘‘Old_ Ironsides’’? 
(Oliver Wendell Holmes.) 

Oliver Wendell Holmes was born in the same 
year with Abraham Lincoln, 1809, under the 
shadow of Harvard College. Later he came to 
be one of her most distinguished graduates. 
His ambition was to become a poet although 
he had studied to be a doctor. He was only 
twenty-one years old when he wrote ‘‘Old Iron- 
sides.’?’ The poem went all over the country 
carrying his name with it. 

He was a deeply religious man. He attended 
church regularly at King’s Chapel in Boston 
and often went also to hear Phillips Brooks at 
Trinity. The two men were very close friends. 
They had many interests in common. They 
were both poets. They were interested in re- 
ligious ideas. They both loved hymns and 
wrote them. Isaac Watts and Charles Wesley 


JUNE—THIRD SUNDAY 321 


were Dr. Holmes’ favorite hymn-writers. He 
thought that the hymns of his own time were 
not nearly so good, and it was his ambition to 
write some really good hymns. He said once 
to a friend, ‘‘It would be one of the most agree- 
able reflections to me, if I could feel that I had 
left a few hymns worthy to be remembered 
after me.’’ 

His desire was fulfilled. He wrote several 
hymns that have lived after him. The one 
which is usually considered his best and the 
most widely used is ‘‘Lord of All Being, 
Throned Afar.’’ It first appeared in ‘‘The At- 
lantic Monthly’’ under the title, ‘‘A Sunday 
Hymn.’’ It is a hymn that can be used by all 
races and creeds and was one of a hundred 
selections chosen by a jury of twelve men of 
all faiths and social beliefs to go into a hymn- 
book issued by ‘‘The Survey.’’ There was 
wide disagreement in the matter of the selec- 
tion of these hymns. Only four received as 
high as eight votes. ‘‘Lord of All Being, 
Throned Afar,’’ was one of these four. 

Let us open our books to this hymn and read 
it together. 

To what group of hymns does this belong? 
(Prayer hymns.) 


322 CURRICULUM OF WORSHIP 


It addresses God as the Lord of All Being. 
He is the ruler of a great universe, far above 
it and yet its center and soul. Even in so large 
a universe He is still very close to every one 
who loves Him. He may be to us like the sun- 
shine of the day and the stars of the might. 
His light and warmth are truth and love. The 
hymn asks that God may grant us His truth to 
make us free and give us hearts that burn with 
love for Him until at last we are one with 
Him. 

(Read hymn through again. Call attention 
to main thought of each verse, and sing several 
times.) 

Memory VERSION: 

Lord of all being, throned afar, 

Thy glory flames from sun and star; 
Center and soul of every sphere, 

Yet to each loving heart how near! 


Sun of our life, Thy quickening ray 
Sheds on our path the glow of day; 

Star of our hope, Thy softened light 
Cheers the long watches of the night. 


Our midnight is Thy smile withdrawn; 
Our noontide is Thy gracious dawn; 


J UNE—THIRD SUNDAY 323 


Our rainbow arch, Thy mercy’s sign; 
All, save the clouds of sin, are Thine. 


Lord of all life, below, above, 

Whose light is truth, whose warmth is love, 
Before Thy ever-blazing Throne 

We ask no luster of our own. 


Grant us Thy truth to make us free, 

And kindling hearts that burn for Thee, 
Till all Thy living altars claim 

One holy light, one heavenly flame. 


Announcements 
Preparation for Worshp 

THEME FOR SERVICE OF WorsHrip: The King- 

dom of Nature. 

Picture: ‘‘Consider the Lilies of the 

Field,’’ Taylor. 

Nature offers us a great variety of beauty. 
We have all of its variety in our own beautiful 
country. We have wonderful mountains, great 
rivers and lakes, miles of sea-shore, giant trees, 
and flowers of all kinds. Most people love the 
flowers best of all God’s beautiful things. 
Some prefer the small, delicate flowers of early 
Spring while others prefer those of ‘more gor- 


024 CURRICULUM OF WORSHIP 


geous coloring. We have a picture before us 
of the brilliant red lilies of Palestine, flowers 
which Jesus saw growing in the fields of His 
own country. He must have thought them 
beautiful, for He said that even Solomon in 
all His glory could not compare with the lilies 
of the field. 

The theme of our Service of Worship this 
morning is ‘‘The Kingdom of Nature.’’ 


The Service of Worship 

Piano PRELUDE. 

OPENING SENTENCE: 

O Lord how manifold are thy works; in wis- 
dom hast thou made them. The earth is full of 
thy riches. 

Hymn: ‘‘For the Beauty of the Earth.’’ 

Scripture: Psalm 104 (1-15), God’s Care 

Over All His Works. 

PRAYER: 

O God, we thank Thee for this universe, our 
great home, for its vastness and its riches, and 
for the manifoldness of the life which teems 
upon it and of which we are part. We praise 
Thee for the arching sky and the blessed winds, 
for the driving clouds and the constellations on 
high. We praise Thee for the salt sea and the 


J UNE—THIRD SUNDAY 329 


running water, for the everlasting hills, for the 
trees, and for the grass under our feet. We 
thank Thee for our senses by which we can see 
the splendor of the morning and hear the jubi- 
lant songs of love, and smell the breath of the 
springtime. Grant us, we pray Thee, a heart 
wide open to all this joy and beauty and save 
our souls from being so steeped in care or so 
darkened by passion that we pass heedless and 
unseeing when even the thorn-bush by the way- 
side is aflame with the glory of God. Amen. 
(From ‘‘Services for the Open’’ 
published by The Century Co.) 
Prayer Hymn: 
We thank Thee, Lord, for this fair earth, 
The glitt’ring sky, the silver sea; 
For all their beauty, all their worth, 
Their ight and glory, come from Thee. 


Thine are the flowers that clothe the ground, 
The trees that wave their arms above, 

The hills that gird our dwellings round, 
As Thou dost gird Thine own with love. 


So while we gaze with thoughtful eye 
On all the gifts Thy love has given, 
Help us in Thee to live and die, 


326 CURRICULUM OF WORSHIP 


By Thee to rise from earth to heaven. AMEN. 

OFFERTORY SERVICE: 

All the tithe of the land, whether of the seed 
of the land, or of the fruit of the tree is the 
Lord’s. It is holy unto the Lord. 

Of all that Thou shalt give us, we will give 
the tenth to Thee. 

Orrertory—MusIc. 

RESPONSE : 

All things come of Thee O Lord, 
And of Thine own have we given Thee. AMEN. 
(For music see page 55.) 
Hymn: ‘‘The Spacious Firmament on 
High.”’ 
RECESSIONAL TO CLASSES. 


JUNE—FOURTH SUNDAY 


The Memory Curriculum 

Hymn: ‘‘Lord of All Being, Throned Afar.”’ 

Scripture: Psalm 148. 

LEADER’s PRAYER. 

Memory Work: 

Review: Hymn, ‘‘Lord of All Being, 
Throned Afar.’’ 

Who wrote the hymn that we have just sung? 
What famous poem did Oliver Wendell Holmes 
write in his youth? Why are we interested in 
‘‘Old Ironsides’’ to-day? What did Dr. 
Holmes say in regard to his ambition to write 
hymns? Who were his favorite hymn-writers? 
How did he realize his ambition? What spe- 
cial honor did the hymn ‘‘Lord of All Being’’ 
receive? T'o what group of hymns does it be- 
long? (Call attention to the underlying theme 
of the hymn, the main thoughts of each verse, 
then sing through several times.) 

New Work: Scripture, Matthew 11 (28-30), 
‘‘Come unto me all ye that labor and are heavy 


laden. ’? 
aya 


328 CURRICULUM OF WORSHIP 


We shall soon be going away for vacations. 
Some will go just for a good time at the sea- 
shore, in the country, or among the mountains. 
Some will go to other cities and other countries 
in order that they may see new places and new 
things. Still others will go to some quiet spot 
just for a much needed rest. Many people, 
however, will not be able to go away at all, 
many who need rest and a change very much. 
They may not be able to leave their work, they 
may have sickness and trouble in their homes, 
or they may not have the money necessary for 
a vacation. A large number of people in the 
world do not have many of life’s pleasures. 
Their lives are filled with unrelieved work and 
sorrow. We often say that certain people have 
more than their share of trouble. 

(Show picture, ‘Come Unto Me,’’ Copping.) 

It must have been just the same in the time 
of Jesus, for once after He had been commun- 
ing with His Heavenly Father in a prayer 
which showed that He fully realized His mis- 
sion to the world, He invited all the people of 
the world who needed rest and release from 
care to come to Him. 

These words of Jesus, which are only to be 
found in Matthew’s gospel, form one of the 


JUNE—FOURTH SUNDAY 329 


greatest passages in the Bible. Probably more 
people have been helped and comforted by them 
than by any other Bible passage. Let us open 
our Bibles to Matthew 11 (28-30) and read the 
passage together. 

Jesus made this appeal to the world because 
He was God’s Son and therefore could fulfil the 
promise. Many people have found rest and 
freedom from worry by going to Jesus with 
their troubles. He says that His yoke is easy. 
Do you know what a yoke is? There is one 
kind of yoke used for keeping animals together 
and another worn by persons to help in ecarry- 
ing heavy loads. (Show picture or draw pic- 
ture of a yoke.) The Jews often spoke of the 
law as a yoke. To know and fulfil the Jewish 
law was a great burden. The Rabbis them- 
selves called the yoke of the law heavy. In 
contrast to the Jewish law, Jesus said that His 
was easy. It was impossible for the ordinary 
man to fulfil some of the demands of Jewish 
law, but Jesus makes no demands upon us that 
we cannot carry out. We are to serve Him be- 
cause we love Him and not because of any duty 
to prescribed rules. 

He calls Himself meek and lowly of heart. 
This means that the greatest of all teachers is 


330 CURRICULUM OF WORSHIP 


simple and approachable. We can come to 
Him with all those things which trouble and find 
comfort and help. (Read the passage through 
several times and repeat at last without books.) 

Mrmory VERSION: 

Come unto me, all ye that labor and are heavy 
laden, and I will give you rest. Take my yoke 
upon you and learn of me; for I am meek and 
lowly in heart: and ye shall find rest unto your 
souls. For my yoke is easy, and my burden is 
light. 


‘Announcements 
Preparation for Worship 
THEME FOR SERVICE oF WorsHIP: Keeping 
Close to God Through Nature. 
Picture: ‘‘Roll on in Silent Mayjesty,”’ 
Alquist. 

We are closing our church school to-day for 
the summer vacation. During the coming 
weeks we shall see many of God’s beautiful 
works of nature. Even if we do not go far 
from our homes, there will be the trees and 
grass in their summer robes of green and the 
birds and the flowers that come with the sum- 
mer-time. We may have trips to the moun- 


JUNE—FOURTH SUNDAY 331 


tains and sea-shore. The summer will bring 
some pleasure to every one of us. Let us re- 
member that these lakes and mountains and 
birds and flowers are God’s gifts to us. May 
we keep Him in our thoughts and lives during 
the vacation-time. The theme for our Service 
of Worship this morning will be ‘‘Keeping 
Close to God Through Nature.’’ 


The Service of Worship 

Piano PRELUDE: 

OPENING SENTENCE: 

Whither shall I go from thy spirit? 

Or whither shall I flee from thy presence? 

If I take the wings of the morning, 

And dwell in the uttermost parts of the sea; 

Even there shall thy hand lead me, 

And thy right hand shall hold me. 

Hymn: ‘‘At All Times Praise the Lord.”’ 

Scripture: Psalm 121, ‘‘I will lift up mine 

eyes unto the mountains.”’ 

PRAYER : 

Our Father, we know that Thou art every- 
where. We thank Thee that even if we go far 
away from our homes, our Sunday-schools, 
and our churches, we shall not be far from 


332 CURRICULUM OF WORSHIP 


Thee, for Thou art always with us. Grant 
that we may keep close to Thee during the va- 
cation season and feel Thy presence all around 
us in the things which Thou hast created. May 
every mountain, every lake and river, every 
tree and flower, and every singing bird speak 
to our souls of Thee. May all that we do this 
summer tend to make us love Thee more and 
bring us back in the autumn with a greater 
loyalty to our church school and a desire to 
serve Thee better. AMEN. 

Prayer Hymn: 
God of the earth, the sky, the sea! 

Maker of all above, below! 
Creation lives and moves in Thee, 

Thy present life through all doth flow. 
We give Thee thanks, Thy name we sing, 

Almighty Father, Heavenly King. Amen. 

(‘‘Hymnal for American Youth.’’) 

OFFERTORY SERVICE: 

Whatsoever ye would that men should do 
unto you, do ye even so to them. 

OrrerTorY—Mvsic. 

RESPONSE: 

We give Thee but Thine own, 
Whate’er the gift may be, 


JUNE—FOURTH SUNDAY 333 
All that we have is Thine alone, 
A trust O Lord from Thee. Amen. 
(For music see page 64.) 
Hymn: ‘‘The Lord is My Shepherd.’’ 
RECESSIONAL TO CLASSES. 


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APPENDIX 


In order that the Services of Worship con- 
tained in this book may be used year after year, 
the following general programs have been ar- 
ranged for use in those months having five Sun- 
days. The memory work of these ‘‘fifth Sun- 
days’? may advantageously be a review of work 
previously presented and drilled upon. 

Included in this Appendix is a Service of 
Worship for Decision or Acknowledgment Day, 
the time for which varies in the different 
schools. This program may be substituted for 
any of the others. There is also a service for 
Memorial Day, should any school wish to ob- 
serve that day. 





GENERAL SERVICES 
SERVICE 1 


Preparation for Worship 

THEME FOR SERVICE OF WorsuHiP: The Fath- 

er’s Care. 

Picture: ‘‘The Lost Sheep,’’ Soord. 

We have come to think of the care that the 
shepherd gives to his sheep as one of the fin- 
est examples of devotion that we have. Jesus 
used it to illustrate His own devotion to the 
world. The psalmist used it to express the re- 
lationship existing between himself and God. 
We have heard many stories of shepherds who 
endangered their lives to save their sheep from 
harm. | 

But greater than the love and care that the 
shepherd gives to his sheep and greater than 
any love and care of which we have ever heard 
is God’s love and care for us. In our Service 
of Worship this morning we are going to think 


about ‘‘The Father’s Care.’’ 
337 


338 APPENDIX 


The Service of Worship 

Piano PRELUDE. 

OPENING SENTENCE: 

Be strong and of good courage; for the Lord 
thy God, he it is that doth go with thee, he will 
not fail thee nor forsake thee. 

Hymn: ‘‘God Will Take Care of You.’’ 

ScripturE: Psalm 91, ‘‘He that dwelleth in 

the secret place of the Most High.’’ 

PRAYER: 

Our Father, we thank Thee for Thy care over 
us at all times. We know that we have nothing 
to fear if we put our trust in Thee. We ask 
that Thou wilt ever watch over us and guide us 
in all our ways. Wilt Thou give us strength 
and wisdom to do the tasks we have to do each 
day. May we be brave and true, daring always 
to do the right and knowing that Thou wilt 
help us if we but look to Thee for help. We 
pray that Thou wilt continue Thy loving care 
over us through all our days. AMEN. 

Prayer Hymn: 

O keep me ever in Thy love, 
Dear Father, watching from above; 
And let still Thy mercy prove, 
And care for me. AMEN. 
(Tune, ‘‘Eudora.’’) 


APPENDIX 309 


OFFERTORY SERVICE: 
Remember the words of the Lord Jesus, how 
he said, 
It is more blessed to give than to receive. 
OFrFrERTORY—M vsic. 
RESPONSE: 
Father, we bring to Thee, 
Gifts of our love, 
Wilt Thou accept them now, 
As Thine above? 
Thou hast so freely given, 
All that we need, 
Our gifts and hearts and lives, 
Are Thine indeed. AMEN. 
(For music see page 46.) 
Hymn: ‘‘The Lord is My Shepherd.’’ 
RECESSIONAL TO CLASSES. 


SERvIcE 2 


Preparation for Worship 
THEME FOR SeERvice oF Worsurp: Doing 
God’s Will. 

Picture: ‘‘The Christ,’? Hofmann. 

One of the petitions in the Lord’s Prayer is 
‘‘Thy will be done.’’ If we would know what 
God’s will is for His people on earth, we must 
look to the life and teachings of Jesus. Jesus 


340 APPENDIX 


was faithful in doing His Father’s will. He 
lived in such constant communion with His 
Father that He knew without question what His 
Father’s will was. If we would do God’s will, 
we must keep close to Him as Jesus did in or- 
der that we may learn what His will is for us. 
The theme of our Service of worship this morn- 
ing is ‘‘ Doing God’s will.’’ 


The Service of Worship 
Piano PRELUDE, 
OPENING SENTENCE: 
Teach me to do thy will; 
For thou art my God. 
Hymn: ‘‘O God, Who Worketh Hitherto.’’ 
Scripture: Psalm 40 (8-11), ‘‘I delight to 
do thy will O my God.’’ 
Prayer: The Lord’s Prayer. 
Prayer Hymn: 
Father in Heaven, 
Hear us to-day ; 
Hallowed Thy name be; 
Hear us we pray! 
O let Thy kingdom come, 
O let Thy will be done 
By all beneath the sun, 
As in the skies. 


APPENDIX 341 


Father in Heaven, 
Hear us to-day; 
Hallowed Thy name be; 
Hear us we pray! 
Giver of daily food, 
Fountain of truth and good, 
Be all our hearts imbued, 
With love like Thine. 


Father in Heaven, 
Hear us to-day; 
Hallowed Thy name be; 
Hear us, we pray! 
Lead us in paths of right, 
Save us from sin and blight, 
King of all love and might, 
Glorious for aye. AMEN. 
(‘‘Hymnal for American Youth.’’) 

OFFERTORY SERVICE: 

Let your light so shine before men that they 
may see your good works and glorify your 
Father which is in Heaven. 

Orrertory—Music. 

RESPONSE: 

Of Thine own we offer, 
Of Thy gifts we give, 
Unto Thee O Father, 


342 APPENDIX 


In whose life all live. Amen. 
(For music see page 73.) 
Hymn: ‘‘Lord, Speak to Me That I May 
Speak.’’ 
RECESSIONAL TO CLASSES. 


SERVICE 3 


Preparation for Worship 
THEME FOR SERVICE or WorsHipe: Loving 
God’s Word. 

Picture: ‘‘Christ and the Doctors,’’ Hof- 

mann. 

Jesus loved the word of God. He knew the 
ancient Scriptures from His early youth. He 
surprised the doctors in the temple with His 
understanding of the law. He knew many 
Scripture passages from memory for He often 
quoted them in His talks with people. 

It is a splendid thing to know the great pas- 
sages of the Bible by heart. They will often 
come to us bringing help and encouragement 
when we need it, and they will enable us to use 
them to help and comfort others. We shall find 
that the passages that we can repeat from mem- 
ory will become the passages that we love best. 
In our Service of Worship to-day we are go- 
ing to think about ‘‘Loving God’s Word.”’ 


APPENDIX 343 


The Service of Worship 

Piano PRELUDE. 

OPENING SENTENCE: 

Oh, how love I thy law; 

It is my meditation all the day. 
Hymn: ‘‘Thy word is like a Garden, Lord.’’ 
Scrrerure: Psalm 119 (105-112), ‘‘Thy 

word is a lamp unto my feet.’’ 

RESPONSE: 

Thy word have [ hid in my heart, 

That I might not sin against Thee, 

Blessed art Thou, O Lord, 

Teach me Thy statutes. Amen. 
PRAYER: 

Our Father, we love the Bible because it is 
Thy word to us. We love it because it tells 
us of Jesus and what He did for us. Grant 
that we may read and study it carefully in or- 
der that we may become familiar with its great 
promises. May we build our lives upon its 
teachings and make the ideals which it sets 
up our own. Help us to understand it better 
as the days go by, and may we make the read- 
ing of it a part of our daily lives. Amen. 

Prayer Hymn: 

Thou art the Bread of Life, 
O Lord, to me; 


O44 APPENDIX 


Thy holy word the truth 
That saveth me; 
Give me to eat and live 
With Thee above, 
Teach me to love Thy truth, 
For Thou art love. AMEN. 
(Tune, ‘‘Bread of Life.’’) 
OFFERTORY SERVICE: 
Honor the Lord with thy substance and with 
the first-fruits of all thine increase. 
OrreRtory—Mvsic. 
RESPONSE: 
We give Thee but Thine own, 
Whate’er the gift may be, 
All that we have is Thine alone, 
A trust O Lord from Thee. Amen. 
(For music see page 64.) 
Hymn: ‘‘Lamp of Our Feet.’’ 
RECESSIONAL TO CLASSES. 


SERVICE 4 


Preparation for Worship | 
THEME FOR SERVICE OF WorsHIP: Keeping 
God’s Day. 
PicturE: A Famous Cathedral or Local 
Church. 


APPENDIX 345 


We often look at pictures of churches. We 
have them on the walls of our homes. They 
ought to remind us that we have a command- 
ment which says, ‘‘Remember the Sabbath day 
to keep it holy.’? One way of keeping it holy 
is by going regularly to church and to the 
church school. If we start the day with wor- 
ship in God’s house, it will help us to keep the 
rest of His day holy. This means doing the 
things that He would have us do on His day. 
The theme of our Service of Worship this 
morning will be ‘‘ Keeping God’s Day.’’ 


The Service of Worship 

Piano PRELUDE. 

OPENING SENTENCE: 

Remember the Sabbath day to keep it holy. 

Hymn: ‘‘The Earth is Hushed in Silence.’’ 

Scripture: Mark 2 (23-28), ‘‘The Sabbath 

was made for man, and not man for the 
Sabbath.”’ 

PRAYER: 

In Thy wisdom and justice, O Father, Thou 
hast given to us this special day in which to 
rest, to enjoy our beautiful world, to think of 
Thee and all whom Thou dost love. Forgive 
us, we pray Thee, that so often in carelessness 


346 APPENDIX 


and selfishness we forget Thee. On this holy 
day speak to our hearts and help us to remem- 
ber the countless blessings Thou hast prepared 
for our good. May this be a day which we 
shall spend as Jesus did, worshiping Thee in 
Thy holy temple, walking through fields and by 
the lake, talking of Thee, and doing good to all 
who need our help. Forbid that through our 
selfishness the day should be hard for others. 
Teach us to be considerate, kind, and just, do- 
ing unto others on this day as on all days as 
we would that they should do unto us. 

Accept, we pray, the worship of loving hearts 
and the devotion of daily lives in which we re- 
member others and forget ourselves. Through 
Jesus Christ, our Lord. Amen. 

(Adapted from ‘‘A Girl’s Book of 
Prayer,’’ by Margaret Slattery. 
Used by permission of The Pil- 
grim Press.) 

Prayer Hymn: 

Lord, we would bring for offering, 
Though marred with earthly soil, 
Our week of earnest labor, 
Of useful daily toil; 
Fair fruits of self-denial, 
Of strong, deep love to Thee, 


APPENDIX 347 


Fostered by Thine own Spirit, 
In our humility. Amen. 
(From ‘‘The Dawn of God’s Dear Sabbath.’’) 

OFFERTORY SERVICE: 

Let everyone give according as he purposeth 
in his heart, not grudgingly, nor of necessity; 
for the Lord loveth a cheerful giver. 

Orrertory—Music. 

RESPONSB: 

Lord of all creation, 
Now before Thy throne, 
We Thy people bring Thee, 
Gifts that are Thine own. AmeEN. 
(For music see page 73.) 
Hymn: ‘‘O Day of Rest and Gladness.’’ 
RECESSIONAL TO CLASSES. 


Memoriau Day SERVICE 


Preparation for Worship 
THEME FOR SERVICE OF WorsHIP: Remember- 
ing our Country’s Heroes. 
AMERICAN Fac. 
FLOWERS. 
(Read poem, ‘‘Decoration Day,’’ by Henry 
W. Longfellow.) 


The Service of Worship 


048 APPENDIX 


Piano PRELUDE. 

OPENING SENTENCE: 

God shall wipe away all tears from their eyes; 

There shall be no more death, neither sorrow 
nor crying, 

Neither shall there be any more pain. 

Hymn: ‘‘God of Our Fathers, Whose AlI- 

mighty Hand.’’ 

Unison: Lincoln’s Gettysburg Address, 

PRAYER : 

Our Heavenly Father, we hold in grateful 
memory to-day, those who gave their lives in 
service to our country. They have left to us 
the task of preserving our country’s honor and 
ideals. May we be faithful to this trust by 
making ourselves devoted and loyal citizens, 
ready at all times to respond to our country’s 
call to service. We believe that our pledge of 
allegiance to our flag and to the republic for 
which it stands is far more pleasing to those 
whom we honor to-day than all the wreaths and 
flowers which we lay upon their graves. So 
grant that we may be sincere in our purpose 
to serve our country and in the pledge of alle- 
giance which we so often repeat. AMEN. 

PrayER Hymn: 

God bless our native land, 


APPENDIX 349 


Firm may She ever stand, 
Through storm and night! 
When the wild tempests rave, 
Ruler of wind and wave, 
Do Thou our country save, 
By Thy great might! Amen. 
(Tune, ‘‘America.’’) 

OFFERTORY SERVICE: 

Let your light so shine before men that they 
may see your good works and glorify your 
Father which is in heaven. 

Orrertory—Music. 

RESPONSE: 

Bless Thou the gifts our hands have brought, 

Bless Thou the work our hearts have planned, 
Ours is the faith, the will, the thought, 

The rest, O God, is in Thy hand. Amen. 

(For music see page 91.) 

Hymn: ‘‘O Beautiful for Spacious Skies.’’ 

RECESSIONAL TO CLASSES. 


ACKNOWLEDGMENT-Day SERVICE 


Preparation for Worship 

THEME FOR SERVICE OF WorsHIP: Confessing 
Christ as our Saviour. 

Picture: ‘‘Come unto Me,’’ Copping. 

We are always proud to have people know 


300 APPENDIX 


that we belong to any club or society or insti- 
tution in which we believe. We are proud to- 
day that we belong to that group of people who 
believe in Jesus and His church. We, too, are 
followers of Jesus, and to-day we join with 
others in publicly confessing our love for Him 
and our intention of some day becoming mem- 
bers of His great church. 


The Service of Worship 

Piano PRELUDE. 

OPENING SENTENCE: 

If any man would come after me, let him 
deny himself and take up his cross and follow 
me. 

Hymn: ‘‘O Master! When Thou Callest.’’ 

Scripture: Revelation 3 (20-21), ‘‘Behold, 

I stand at the door and knock.’’ 

Hymn: ‘‘O Jesus, Thou Art Standing.’’ 

PRAYER: 

Dear Jesus, we pledge our lives in service to 
Thee. We have always known and loved Thee, 
and now we want others to know that we are 
Thy followers. We come to Thee with con- 
fidence, for we have learned from our Bibles 
that Thou didst welcome the children gladly. 
As Thou wert ever the friend of children, we 


APPENDIX 301 


know that Thou art our friend to-day. We give 
our lives to Thee in loving obedience and willing 
service. May we always be Thy loyal and 
faithful followers. AMEN. 
PraYerR Hymn: 
O Jesus, I have promised 
To serve Thee to the end; 
Be Thou forever near me, 
My Master and my Friend; 
I shall not fear the battle, 
If Thou art by my side, 
Nor wander from the pathway, 
If Thou wilt be my guide. AMEN. 
OFFERTORY SERVICE: 
Take ye up from among you an offering unto 
the Lord. 
Whosoever is of a willing heart, let him 
bring it. 
Orrertory—Mvsic. 
RESPONSE: 
All things come of Thee, O Lord, 
And of Thine own have we given Thee. 
AMEN. 
(For music see page 55.) 
Hymn: ‘‘Draw Thou My Soul, O Christ.’’ 
RECESSIONAL TO CLASSES. 


Pictures Usrep In PREPARATION FOR WorRSHIP 


‘All Things Bright and Beautiful,’’ Tarrant 

‘‘Alms Deeds of Doreas,’’ Dobson 

‘‘Amos,’’ Sargent 

‘‘ Angelus, The,’’ Millet 

‘Christ and the Doctors,’’ Hofmann 

‘‘Christ Blessing Little Children,’’ Plockhorst 

‘‘Christ Healing the Sick,’’ Hofmann 

‘Christ in Gethsemane,’’ Hofmann 

‘‘Christian Martyrs,’’ Gerome 

‘““Come Unto Me,’’ Copping 

‘Consider the Lilies of the Field,’’ Taylor 

‘‘First Thanksgiving, The,’’ Taylor 

‘‘Wourth Commandment, The,’’ Sinkel 

‘‘God’s Promise to Mary,’’ Hacker 

‘““Go Ye Therefore and Teach All Nations,’’ 
Copping 

‘“Head of Christ,’?’ Hofmann 

‘‘Holy Women at the Tomb,’’ Ender 

‘‘Hope of the World, The,’’ Copping 

‘<Infant Samuel, The,’’ Reynolds 

“‘T will Lift Up Mine Eyes Unto the Hills,’’ 


Taylor 
352 


APPENDIX 303 


‘‘Lincoln in 1861,’’ Ferris 

‘*Madonna and Child,’’ Sichel 

‘‘Portrait of Artist’s Mother,’’ Whistler 
**Roll on in Silent Majesty,’’ Alquist 

‘‘Song of the Lark, The,’’ Breton 
‘‘Triumphal Entry, The,’’ Plockhorst 
‘‘Washing the Disciples’ Feet,’’ Copping 
‘‘Wise Men from the East, The,’’ Leinweber 


Pictures Usep In Tuer Memory CurricuLuM 


‘* Announcement to the Shepherds, The,’’ Plock- 
horst 

‘“Autumn Oaks,’’ Inness 

‘‘Bethlehem,’’ Wilde Bible Picture 

‘‘Christ, The,’?’ Hofmann 

‘‘Christ Among the Lowly,’’ L’Hermitte 

‘‘Christ’s Triumphal Entry,’’ Copping 

‘‘Constitution, The,’’ Grant 

‘*David,’’? Copping 

‘‘David, ’’ Michelangelo 

‘‘David Rescuing the Lamb,’’ Bouguereau 

‘‘Forest Road,’’ Lambert 

‘‘Good Samaritan, The,’’ Copping 

‘*Good Shepherd, The,’’ Copping 

‘‘Haven of Rest,’’? Strachan 

‘“Tsaiah,’’ Sargent 


304 APPENDIX 


‘‘Tast Supper, The,’’ da Vinci 

‘‘Lord is My Shepherd, The,’’ Taylor 

‘Lost Sheep, The,’’ Soord 

‘Moonlight on the North Sea,’’ Chwala 

‘Moses and the Law,’’ de Champaigne 

‘‘Pharisee and the Publican, The,’’ Copping 

‘‘Presentation,’’ Carpaccio 

‘Psalm of David, A,’’ Taylor 

‘“St. Paul,’’?’ Fra Bartolommeo 

‘‘St. Paul,’’ Raphael 

‘<St. Peter,’’ Diirer 

‘*Scene of the Good Samaritan Episode, The,’’ 
Wilde Bible Picture 

‘¢Sermon on the Mount, The,’’ Copping 

‘*Shepherds of Bethlehem, The,’’ Copping 

‘<Spring,’’ Mauve 

‘‘Three Wise Men, The,’’ Taylor 





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